迎頭趕上？！蒙特梭利數學教育對偏鄉原住民幼兒數概念能力之影響

Effect of Montessori Mathematics Education on the Numeracy of Indigenous Children Living in Rural Areas

施淑娟(Shu-Chuan Shih)

《臺北市立大學學報.教育類》 51卷2期 (2020/12) Pp. 63-92

https://doi.org/10.6336/JUTEE.202012_51(2).0003

摘要

本研究旨在探討蒙特梭利教育對原住民族幼兒數概念的影響，及瞭解蒙特梭利與單元教學的幼兒在數概念的差異，且進一步瞭解蒙特梭利教師在進行數學教育所使用的方法與策略。本研究採用立意取樣方式，選取花蓮兩所原住民地區的幼兒園，三到六歲的原住民族幼兒為研究對象。其中，蒙特梭利教育的幼兒園共有28位幼兒；另一所採取單元教學的幼兒園共有27位幼兒。本研究採量化研究為主，質性資料分析為輔的方法，運用幼兒數與運算能力測驗為研究工具，進行兩所幼兒園數概念能力的前、中、後等三波測量，以檢視蒙特梭利數學教育對原住民族幼兒數概念能力之效果與單元教學幼兒數概念之差異，最後分析觀察紀錄表、幼兒學習評量表及教師訪談等資料，瞭解蒙特梭利教師進行數學教育所使用的方法與策略。從資料分析結果顯示，（1）單元教學幼兒園在前測明顯優於就讀蒙特梭利的幼兒，且達顯著性，不過中測與後測時，單元教學的幼兒平均數雖仍高於蒙特梭利幼兒園，但差異已未達到顯著水準，即差距並不大，且顯示蒙特梭利幼兒園似乎能讓原本落後，較為稚齡幼兒數概念能力之落後情形有效提升。（2）蒙特梭利教育之幼兒的順數、序數、數字接龍、相對大小、計數技巧、基數、數量比較、比較類應用問題、加法題及減法題的分數皆比單元教學之幼兒高。唱數、倒數、數字接龍、數字比較、改變類應用問題及比較類應用問題則是單元教學優於蒙特梭利大班幼兒。（3）蒙特梭利教師進行數學教育的方法和策略有蒙特梭利教育整體環境的設計與規劃、操作數學教具有更多自我檢視的機會，更增進數學計算能力、尊重每位幼兒的學習步調，進行一對一個別差異的教學、重複的操作與練習，讓弱勢幼兒的數學能力更好、人力的搭配與良好的教學策略精進幼兒數學能力。

關鍵字

原住民族幼兒 ； 數概念能力 ； 蒙特梭利數學教育 ； 單元教學

並列摘要

This study investigated whether implementing Montessori mathematics education significantly enhanced indigenous children's concept of the number and understand the difference between Montessori education and unit teaching children's concept of number. Purposive sampling was used to select research participants: indigenous children aged 3-6 years who were attending preschools in rural areas of Hualien in Eastern Taiwan. One of the sampled preschool primarily implemented Montessori education and had 28 children enrolled; the other sampled preschool adopted unit approach model and had 27 children enrolled. This study uses quantitative research as the main method and qualitative data analysis as the auxiliary method. The Early Informal Mathematics Abilities Test as a research tool to perform three wave measurements of first, middle and back of two preschools' concept of number. Finally, analyze the data such as the observation record form, the child learning assessment scale and the teacher interview to understand the methods and strategies used by Montessori teachers in mathematics education. The results of data analysis show that (1) The unit teaching preschool is significantly better than Montessori children in the front policy, and it is significant. However, the average number of children in the unit teaching is still higher than Montessori preschool in the mid-test and post-test. However, the difference has not reached a significant level, that is, the gap is not big. (2) Children in Montessori education have higher scores in order, ordinal, number solitaire, relative size, counting skills, cardinal numbers, number comparison, comparative application problems, addition and subtraction problems than those in unit teaching. Singing, countdown, number solitaire, number comparison, change application problems and comparative application problems are better than Montessori large class children in unit teaching. (3) Montessori teachers' methods and strategies for mathematics education include the design and planning of the overall Montessori education environment, operational mathematics teaching has more opportunities for self-examination, enhances mathematical calculation ability, and respects the learning pace of each child, carry out one-to-one different teaching, repeated operations and exercises, so that disadvantaged children have better mathematics ability, the combination of manpower and good teaching strategies to improve children's mathematics ability.

並列關鍵字

indigenous children ； numeracy ； Montessori mathematics education ； unit teaching

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