評析OECD跨國數學課程比較研究及其對臺灣數學課程發展之啟示

An Evaluation of the OECD Cross-National Mathematics Curriculum Comparison Study and Its Implications for the Development of Taiwan’s Mathematics Curriculum

本篇論文評析「經濟合作暨發展組織」所支持之跨國數學課程比較研究，從中提出對我國數學課程發展與教科書設計的啟示。此一研究由19個國家／行政區參與，針對國家數學課程標準與常用的數學教科書進行分析和比較。研究顯示參與國家／地區的數學課程內容安排差異不大，雖然在數學素養三向度著重的層面有所不同，然皆能關注培育數學素養。教科書分析顯示各國存在相當大的課程轉化落差，雖然各國數學課程已經走在前端，教科書卻未能跟上提供學生發展數學素養的機會。我國於2019年實施之數學課綱（108課綱），其課程設計在質與量方面大致能呼應世界各國數學課程改革的潮流，不過在某些方面有需要關注之處。藉由跨國課程比較研究，我們不僅能了解臺灣在數學教育領域的挑戰與機遇，更可進一步探討如何優化本國的數學課程與精進研究方法，讓我們與全球教育趨勢保持同步。

This paper investigated Mathematics Curriculum Document Analysis (MCDA) conducted by the Organization for Economic Cooperation and Development (OECD) and distilled insights applicable to developing our country's mathematics curriculum and textbook design. The MCDA research demonstrated that the arrangement of mathematics curriculum content in participating countries/jurisdictions was relatively consistent with the 'A+ benchmark curriculum,' despite differences in the emphasis of the three dimensions of mathematical literacy, all can nurture mathematical literacy. Textbook analysis revealed a considerable gap in curriculum transformation. Although the national mathematics curriculum is at the forefront, textbooks still need to fully provide students with opportunities to develop mathematical literacy, warranting our attention. The design of the 2019 Mathematics Curriculum Guidelines generally corresponds with the global trend of mathematics curriculum reform in terms of quality and quantity, yet some aspects require attention. Through the MCDA study, we not only comprehend the challenges and opportunities for Taiwan in the field of mathematics education but also further explore how to optimize our national mathematics curriculum and refine research methods to align with global educational trends, thereby more effectively cultivating future talent.