臺東縣原住民學童數學學習相關因素之初探－－國小一年級教師的觀點

Preliminary Study on the Relative Factors of the Indigenous Children’s Mathematical Learning in Taitung County: Based on the First Grade Teacher’s Perception

本研究主要以現場教師的教學經驗和觀點來探討原住民幼兒數學學習的相關因素。研究者在在二年中與四位原住民地區教師進行3-4 次的訪談。研究結果分為個人因素、家庭因素、教師因素、及學校因素等分別進行探討。主要發現為（1）在家庭為支援系統的假設下，家長／監護人是否重視教育、家長是否可以教導學童功課、家長配合度等與學童語言能力發展、學習常規的習得有關。但這些家庭因素放大到大的社會體系下，卻會有著不同的解釋。教師對於家長的社經地位對原住民幼兒數學學習的影響並沒有提供正面的肯定意向。（2）學校的資源受限於公部門所提供的申請方案，與學童的實際需求仍有些差異，各校與社區的互動不盡相同。（3）學童在生理、情緒、自學能力、認知能力的發展上影響了其學習成就的表現。（4）教師們面對原住民學童的反應都不太相同，各自以自己的方式來處理所面臨的不同問題。教師較少認為不需要將在地文化融入課程中，教師們肯定操作性數學教具有助於學童學習，但礙於時間限制，並不常使用。教師認為在原住民地區任教，不僅是當一個教師還要充當學童的家長。

This research was to investigate the teachers’ experiences and perception on how the indigenous children learned mathematics. The data were collected through the interviews of the classroom teachers. During the two-year research timeline, each teacher participant had been interviewed for three to four times. There were several perspectives discussed in this research which included the personal factors, the family factors, the teacher’s factors, and the school factors. The main findings of this research were as the followings. Firstly, under the assumption of the family support system, the factors influencing the children’s math learning achievements included whether the parents thought highly on the academic education or not, whether the parents were able to help with their homework, and to what degree the parental involvement was connected with the children’s language development and learning style. However, the factors would have different explanations under different social system on the children’s learning. Secondly, due to the resources limit from the government, the school’s supply usually fell short of the children’s demands. Thirdly, children’s developments on physical, emotion, learning style and cognition could have a great influence on children’s learning achievement. Finally, the teachers responded differently and individually while facing problems from the indigenous children. Most of the teacher did not think it was unnecessary to take into account of the indigenous culture during the problem-solving process. All teachers believed hand-on manipulative mathematic activities would help the indigenous children in learning; however, due to the time constrain, it was not often used in the mathematic teaching.