徐偉民Wei-Min Hsu2020-09-032020-09-032019-12-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/109340本研究旨在探討小學教師和數學師培者共同發展和實施原住民文化融入的數學課程。學校教師意圖發展與實施文化融入的數學課程，來提升學生對原住民文化的理解及數學學習的表現。本研究採個案研究，以實驗小學教師和研究者組成的共學探究社群為對象，先探討社群成員課程發展的歷程與焦點，再了解教師課程使用的情形。結果顯示在課程分析與設計時，教師關注問題的情境與表徵，意圖讓學生對問題的呈現感到熟悉且容易理解，並逐漸從學生的觀點來思考課程設計與數學的教與學；在課程實施時，教師幾乎完全使用設計的課程內容，使用後的反思與修正大都聚焦在表徵的合適性上。本研究發展文化融入數學課程時採用的分析、設計、實施、評鑑和修正的歷程，可作為實驗學校課程發展時的參考。This study aimed to investigate the development and implementation ofintegrating indigenous culture into mathematics curriculum through school teachersworking with a mathematics educator. The school teachers intended to integrateindigenous culture into mathematics curriculum design to improve the students’understanding on indigenous culture and mathematics performance. The case studymethod was employed and the members of Co-Learning Inquiry Community (CLIC)which constituted by the researcher and school teachers were the participants. Theresults indicated that the teachers concerned on the presentation of problems whichincluded cultural scenario and representations when they analyzed and designed thecurriculum. They intended to help the students to be familiar with and to understandthe presentation of problems easily. Moreover, the teachers gradually thought aboutcurriculum design, mathematics teaching and learning from the students’ perspectives.In the curriculum implementation, the teachers almost followed the contents of designed curriculum. After the implementation, the focus of discussion and reflectionwas on the appropriation of problem representations. The curriculum developmentalprocesses which this study adopted included analysis, design, implementation,evaluation, and revision could be as the reference for other experimental schools oncurriculum development.文化融入數學課程共學探究原住民學生實驗小學課程發展culture-integrated mathematics curriculumco-learning inquiryindigenous studentsexperimental elementary schoolcurriculum development