摘要 本研究旨在瞭解國小四到六年級原住民學童的數學學習態度,以及探討原住民與非原住民學童在數學學習態度上的差異情形、各年級原住民學童之間是否存有差異。本研究採用改編的「國小學童數學學習態度問卷」為調查工具,其中數學學習態度分為「學習數學的信心」、「數學有用性」、「數學探究動機」以及「數學焦慮」四個向度,並以桃園縣大溪鎮7所國民小學四到六年級學童為研究對象。 本研究獲致的研究結果如下: 一、原住民學童在「數學探究動機」、「數學有用性」向度表現中上,「數學焦慮」向度表現持平,而「學習數學的信心」向度表現較差。 二、非原住民學童的數學學習態度優於原住民學童。 三、六年級原住民學童比四年級原住民學童認為數學是有用的。 四、四年級原住民學童的數學焦慮程度比五年級原住民學童高。
Abstract The purpose of this study is to understand aboriginal students’ attitudes towards mathematics and to discuss aboriginal and non-aboriginal students’ attitudes towards mathematics difference situation, whether there are differences between the various grades aboriginal children. This research employs a questionnaire survey method. Aboriginal students’ attitudes was divided into four categories: learning mathematics confidence, usefulness of mathematics, exploring mathematics actively and math anxiety. The population were the 4th ~6th grade aboriginal students of seven elementary schools in Dasi Township. The results of this research are as follows: 1. Aboriginal students’ attitudes towards mathematics in " exploring mathematics actively " dimension is the best , and that in " learning mathematics confidence " dimension is the worst. 2. Non-aboriginal students’ attitudes towards mathematics is better than that of aboriginal students. 3. Sixth graders consider that mathematics is useful than fourth graders. 4. Fourth graders’ math anxiety is higher than fifth graders.