具體化在地化數學操作活動對原住民小一學童數學學習之影響

The Influence of Materialization and Localization of Mathematics Activities on the Indigenous First Grade Students' Mathematics Learning

研究旨在以自行設計「具體化在地化數學活動」，為期一學年的實驗教學活動，探討其對學童的學習影響。研究採準實驗研究法，對象為東排灣族部落內國小一年級原住民學童58名。研究主要發現：（1）原住民小一學童在學期初，數學能力測驗之分數偏低。（2）實驗組與對照組變異數分析雖達顯著差異性，但事後比較並沒發現組間差異性。經多元回歸分析後發現教學時間是影響後測分數的原因之一。

This research was intend to discuss the students’ learning outcomes on using the mathematical activities that was designed based on local cultural and materials that students are originally from and familiar with. The quasi-experimental method was used in this research with 58 first grade Paiwan1 students. The main findings were as followed: (1) Most of indigenous students’ mathematical quotients were low when evaluated by the TEMA-2 at the beginning of the first grade. (2) Based on the result of ANOVA， there were significant differences between experimental groups and control groups， but there were no significant differences between the groups in the post-hoc comparison. The results of multiple regression equations; “the total amount of mathematical instruction time” was one of the variable that affect the score of post-test.