Study of Aboriginal Elementary School Students' Comprehension and Learning Motivations in Mathematics Courses Based on Multicultural Education

從多元文化教育的觀點探討原住民國小學童數學課程理解與學習動機

黃琇屏(Hsiu-Ping Huang)

《臺東大學體育學報》 23期 (2015/12) Pp. 13-27

摘要

本研究以臺東縣國小高年級原住民學童為研究對象，探討臺東原住民學童對數學課程理解、學習成效與學習動機。為瞭解原住民學生對數學課程的理解與學習困難，採焦點團體訪談法與問卷調查蒐集相關資料。研究發現受試對象數學課程理解力偏低，但仍然認為數學是有趣的科目，不排斥學習。孩童學習數學動機主要是找工作較容易，授課教師未給壓力，可以快樂學習。而數學學習困難原因為數學公式難以背誦，太過複雜，容易搞混。最後，本研究提供協助原住民孩童學習數學建議：教師不需過份強調數學知識、公式的背誦，如能融入原住民族群文化背景，將有助於提升學童的數學理解能力與學習。

關鍵字

多元文化 ； 多元文化教育 ； 課程理解 ； 學習動機

並列摘要

This study investigates the comprehension, learning effectiveness, and learning motivations of aboriginal students at the senior graders of mathematics courses in Taitung County, Taiwan. To understand the aboriginal students' comprehension and learning difficulties in mathematics courses, relevant data were collected through focus group interviews and questionnaires. The study reveals that the subjects' comprehension in mathematics courses is relatively low, and they find mathematical formulae difficult to memorize and the subject complex and confusing. However, they still consider mathematics an interesting course and would not rule out learning mathematics. Easier employment and learning without pressure from the instructor are the primary motivations for the students to learn mathematics. Finally, the study provides recommendations to help aboriginal students learn mathematics. Teachers need not place excessive emphasis on mathematical knowledge and the memorization of formulae. If mathematics can be integrated into the cultural backgrounds of aboriginal communities, it would help improve students' comprehension and learning ability in mathematics.

並列關鍵字

multicultural ； multicultural education ； curriculum comprehension ； learning motivation

參考文獻

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