小學數學教科書使用之探究

Investigation of Elementary Mathematics Textbooks Use in Classrooms in Taiwan

本研究探討教師數學教科書使用的情形，從對於教科書客觀內容及編 輯主觀意圖使用的忠實度來探討，並了解教師教科書使用時的考量。 45 位不同背景的國小教師參與本研究，歷經一學年的教學觀察與訪 談，發現教師偏向忠實地使用教科書中的數學問題，大都使用例題呈 現的表徵與解題方法，但問題的呈現偏向以傳統講述的方式，較少提 供學生討論或進行概念的連結，營造的學習環境偏向以教師為中心， 而非聚焦在理解與學生的思考上。教師普遍有忠實地使用教科書的客 觀內容，但與教科書編輯的主觀意圖有所落差的教科書使用情形，認 同教科書的編排與代表性，是教師忠實使用教科書內容的主因；教學 時間的不足，使教師在教學中無法實踐改革課程所強調的理解、主動 思考、推理與溝通的數學教學。教科書版本、教師數學背景與教學年 資，對其數學教科書的使用，並無明顯的差異。

This study aims to explore the use of mathematics textbooks by teachers from the perspective of fidelity to objective content of textbooks and the use of subjective intention. It probes into the factors of the use of textbooks by teachers. Forty-five elementary teachers with different backgrounds participated in this study. This study employed instructional observations and interviews during one academic year that demonstrate that teachers tended to use the mathematics problems in textbooks faithfully and they typically employed representations and solutions in sample problems. However， they usually relied on traditional lectures to present the problems and rarely provided students with opportunities for discussion or conceptual connection. In addition， the learning environment created was teacher-centered instead of focused on student comprehension thinking. Generally speaking， teachers faithfully used the objective content of textbooks， but there was a gap with the subjective intentions of textbook editing. Identification with the layout and representation of textbooks is the main reason that teachers faithfully used textbook content. However， due to lack of instructional time， teachers could not carry out mathematics instruction focused on key characteristics of reformed curriculum， including comprehension， active thinking， reasoning， and communication. Neither textbook version nor the mathematics background and teaching experience of teachers explained differences in the use of mathematics textbooks.