• 作者： 姚如芬 (通訊作者：姚如芬)
• 作者服務機構： 國立嘉義大學數理教育研究所
• 中文摘要： 本個案研究以「設計原民數學模組」為路徑，帶領六位職前教師進入一個原住民部
  落為學童設計融入原民文化的數學模組，前後歷時十個月。經由「準備與規劃」、「探尋
  與理解」、「閱讀與設計」、「評論與修訂」、以及「實踐與反省」五階段的引導，並透
  過觀察、晤談、問卷與相關文件的蒐集與分析，結果發現：六位職前教師可能由於本身具
  備的文化底蘊厚度不同，對於「原民數學模組」的設計存有兩種不同的取向；而因為設計
  取向的差異，所設計出的原民數學模組樣貌亦有所不同。文末研究者從模組實踐前、後所
  蒐集的資料、以及多元文化教育的五個關照面向來檢視本研究所發展的原民數學模組之適
  切性，以提供後續製作原住民數學教材的參考依據。
• 英文摘要： The main purpose of this case study was to investigate the development of indigenous culture-based mathematics modules. Six pre-service teachers participated to design indigenous culture-based mathematics instructional modules for students in a tribal elementary school for ten months. From analysis of observation, interview, questionnaire, and related documents, the
  results revealed that pre-service teachers had two different approaches of designing mathematics modules. And different design approach produced different indigenous culture-based mathematics modules. These differences might be rooted in the pre-service teachers’ understanding about indigenous culture. Finally, according to comments from teachers in the tribe and the five dimension of multi-culture education, the researcher asserted indigenous culture-based
  mathematics modules developed in this case study were appropriate for the indigenous students.
• 中文關鍵字： 原民數學模組、原住民學童、數學教學
• 英文關鍵字： Indigenous Culture-Based Mathematics Modules, Indigenous Students, MathematicsInstruction