為新移民家庭開一扇窗—一對新移民親子共學數學的個案研究—

Open a Window of Opportunity for the New Immigrant Family: A Case Study of One Pair of New Immigrant Parent-Child for Learning Mathematics

李宜燕(Yi-Yen LI)

指導教授 ： 簡玉敏

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200479

摘要

本研究主要目的是在藉著一個融入資訊科技與新移民女性原生國文化的親子共學數學課程設計，探討此親子共學數學課程對新移民母親及其子女在參與過程中，學習數學的經驗與歷程，並了解學習的成效。本篇論文主要是為期半年的初探性研究結果，採個案研究方法，以深入訪談與參與觀察為主，並輔以教學錄影紀錄。研究結果顯示1.新移民家庭民母親與子女都喜歡親子共學數學的活動，且能幫助孩子更喜數學的學習。新移民母親與子女都認為親子共學數學的過程是愉快的。2.新移民母親與子女都認為親子共學數學活動促進親子互動、提升數學學習和指導學業學習。3.教學與學校教師均對親子共學數學活動持肯定態度，認為對孩子學習數學很有幫助。

關鍵字

新移民家庭 ； 新移民子女 ； 親子共學數學

並列摘要

To incorporate the Magic Board and the culture of the new immigrant’s mother countries into the parent-child for learning mathematics of new immigrant family, the purpose of this study was to explore the learning experience and process, as well as outcomes of the new immigrant mothers and children. This study employed a case study approach, by using in-dept interviews, participatory observation, and video-taping of teaching and learning for a half-year. Findings of this study included the following. First, the new immigrant mothers and children liked the parent-child model for learning mathematics and viewed the learning as a joyful process. Similarly, the parent-child model also helped the children become fond of learning mathematics. Second, new immigrant’s mothers and children agreed that the parent-child model for learning mathematics fostered the interaction between the mothers and children, improved mathematics outcomes, and directed learning mathematics. Third, teachers confirmed that the parent-child model was beneficial to promote mathematics learning.

並列關鍵字

New Immigrant Family ； Parent-Child for Learning Mathematics ； New Immigrant Children

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