芬蘭與臺灣的數學課程改革之研究：1960年至2021年

A Study of Mathematics Curriculum Reform in Finland and Taiwan: from 1960 to 2021

陳玟樺(Chen, Wen-Hua)

《台灣教育研究期刊》 4卷1期 (2023/01) Pp. 223-254

摘要

本文旨在探究1960年至2021年間，芬蘭和臺灣的數學課程變革脈絡。回顧此時期兩國的數學課程改革，若依較具關鍵事件或明顯發生變化的課程性質或內容來劃分，芬蘭約經五波變革，臺灣約經六波。本研究主要發現有四：一、兩國數學教育皆深受美國數學教育動態影響；二、兩國的數學家、數學教育家、學校數學教師、數學教科書（商）之互動模式明顯存在差異；三、問題解決是1980年代以來至今兩國持續關注的核心主題；四、相較於芬蘭經驗，臺灣可更關注於數學教育中的教育機會均等議題，並進一步充實數學教育社會學研究。

關鍵字

芬蘭教育 ； 數學教育社會學 ； 數學課程史 ； 課程標準 ； 課程綱要

並列摘要

This study explores changes in the mathematics curriculum in Finland and Taiwan between 1960 and 2021. Divided by key events or significant changes in the nature or content of the mathematics curriculum, Finland experienced about five waves of change and Taiwan about six. The four findings are as follows: First, mathematics education reform in Finland and Taiwan is influenced by the dynamics of mathematics education in the United States. Second, there are marked differences in the interaction patterns between mathematicians, mathematics educators, school mathematics teachers, and mathematics textbook publishers in Finland and Taiwan. Third, problem-solving has been a constant concern in Finland and Taiwan since the 1980s. Finally, compared with Finland's experience, Taiwan can pay more attention to the equality of educational opportunity in mathematics education and enrich the research on the sociology of mathematics education.

並列關鍵字

Finnish education ； sociology of mathematics education ； history of mathematics curriculum ； curriculum standards ； curriculum guidelines