國小教師數學教科書使用之初探

An Exploratory Study of Mathematics Textbook Use by Elementary School Teachers

10.6173/CJSE.2013.2101.02

徐偉民(Wei-Min Hsu)

國小教師 ； 教科書使用 ； 數學教科書 ； Elementary School Teacher ； Textbook Use ； Mathematics Textbook

科學教育學刊

21卷1期（2013 / 03 / 01）

25 - 48

繁體中文

本研究的目的在瞭解國小教師數學教科書使用的情形與其使用時的考量因素。以7位不同教學經驗和背景的教師為對象，採個案研究法，透過教學觀察和訪談來蒐集資料，以數學問題為分析單位，來瞭解教師使用數學問題和教科書的一致性。結果發現，教師偏向忠實呈現教科書的內容，內容的忠實度高於程序的忠實度，且中年級教師教科書使用的情形較為一致。教科書扮演的權威和基本的角色，使教師偏向忠實呈現教科書的內容，不過也會依據個人的數學教學信念和知識、學生的學習程度和特性、評量等因素，對教科書中數學問題的內容和呈現方式進行調整，且高年級教師以考量個人因素為主，低年級教師考量學生因素為主，中年級教師則因教學主題不同而有不同的考量。

The purpose of this study was to deepen our understanding of how elementary school teachers use the mathematics textbooks in their classrooms, as well as to identify factors they considered in determining their use. The methodology adopted was case study. Seven teachers, teaching in different regions and each with different teaching experience and background, were chosen as study subjects. Teaching observations and personal interviews were the main data sources and they were collected during the 2009-2010 school year. Mathematical tasks were used as unit of analysis to determine the consistency with which the teachers followed the textbook. Data from this study indicated that teachers tended to implement the mathematical tasks in their textbooks faithfully with respect to mathematical content and presentation. The fidelity of task content was higher than the fidelity of tasks presentation. And the 3rd and 4th grade teachers exhibited higher consistency in textbook use than other teachers. Interview data showed that the teachers in this study tended to use the textbook faithfully because of the authoritative and basic role that textbooks play in the national curriculum. However, they did occasionally adjust the content and presentation of the tasks, as well as add more practice tasks, due to their teaching beliefs, knowledge of mathematics, students' learning performance and habits, and school assessment policies. The teachers who teach 5th or 6th grade primarily considered their personal teaching beliefs and their mathematical knowledge in determining how they would use the textbook. The first grade teacher was influenced more by students' learning abilities and characteristics. The 3rd or 4th grade teachers had different considerations when they taught different mathematics topics.

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