原漢家長對幼兒數學學習觀點之探究

The Study of Children Mathematical Learning Viewpoints between Aboriginal and Non-Aboriginal Parents

陳必卿(Bi-Ching Chen) ； 鄒宜庭(Yi-Ting Chou)

《南台人文社會學報》 7期 (2012/05) Pp. 53-81

https://doi.org/10.29841/STUTJHSS.201205.0003

摘要

幼兒的數學經驗日益受到重視，而數學經驗亦影響著日後數學學習的發展，原漢幼兒於生活環境與情境脈絡各異之下，衍生出的能力也不同。然而，原漢家長在幼兒數學學習時可能會因社會與文化的影響而造成所持之觀點有所改變。因此，本研究目的在探討原漢家長於不同社會與文化觀點下所產生之幼兒數學學習的差異。本研究採質性研究輔以半結構式訪談與問卷調查，以錄音、錄影與資料蒐集等方式紀錄分析原漢家長在解釋幼兒數學學習的差異為何。本研究以立意取樣選取臺東縣臺東市家中子女就讀幼稚園之原漢家長各十五名為研究對象，研究進行時間為2012年2月1日到2012年3月1日。原漢家長訪談稿、省思日誌、問卷為資料蒐集來源。資料分析以持續比較法、歸納法、反覆閱讀原始資料，進行分類、編碼、組織成概念類別，最後進行分析與解釋。本研究結果發現：原漢家長對幼兒數學學習觀點於社會環境與文化價值有明顯不同。此外，影響原漢家長對幼兒數學學習觀點則是以教育資源分配、學校教師教學、孩子個人三項為主要影響因素。

關鍵字

原漢家長 ； 數學學習 ； 社會文化

並列摘要

Education is increasingly emphasized on children's mathematical experience nowadays, but this would also affect children on their future development of mathematical learning. Children live in various environments and back-grounds, which makes them different. However, when parents encountered with children's mathematical learning, their viewpoints may be influenced and even changed by the effects of society/culture. Therefore, the purpose of this is to investigate differences in children's mathematical learning between the aboriginal and non-aboriginal parents with different socio-cultural viewpoints. We used qualitative research supported by semi-structured interviews and questionnaires, and then used analyses of audios, videos and data collection to document aboriginal/non-aboriginal parents, which could consequently generalize those differences in children's mathematical learning. This study was based on purposive sampling from some 15 parents (aboriginal/non-aboriginal) in Taitung City whose children were at kindergartens, which was carried out from Feb. 1 to Mar. 1 in 2012. Interview manuscripts of aboriginal/non-aboriginal parents, reflective journals, and questionnaires were the sources of these data collection; additionally, data analyses were conducted by the constant comparative method, inductive method, and reading the original data repeatedly for classifying, encoding and organizing them into conceptual categories, and finally analyzed. We found that: young children's mathematical learning between aboriginal/non-aboriginal parents were apparently different from viewpoints on variations of cultural value and social environments. Furthermore, the most 3 influential factors for young children's mathematical learning between aboriginal/non-aboriginal parents were: the distribution of educational resources, the teaching at schools, and children themselves.

並列關鍵字

aboriginal and non-aboriginal parents ； mathematical learning ； socio-culture