國小資優資源班數學課程實施之個案研究

A Case Study on Mathematics Curriculum Implemented in a Gifted Class of an Elementary School

10.6384/CIQ.201604_19(2).0006

徐偉民(Wei-Min Hsu)；陳佳萍(Chia-Ping Chen)；蔡桂芳(Kuei-Fang Tsai)

國小 ； 資優資源班 ； 數學問題 ； 數學課程實施 ； elementary school ； gifted resource classroom ； mathematical problem ； mathematics curriculum implementation

課程與教學

19卷2期（2016 / 04 / 01）

129 - 159

繁體中文

本研究旨在探討國小資優資源班數學課程實施的情形，以及教師課程實施的考量因素。以一位任教超過20年的資優資源班數學教師為對象，採個案研究法，透過教學觀察和訪談來蒐集資料，得出兩個主要的發現：一、個案教師在實施資優數學課程時，大量使用沒有固定解法與程序的高認知問題，且採用師生共同探究或學生自行探究的方式，來提供資優生許多推理、臆測與檢驗的機會。二、個案教師實施資優數學課程時，主要考量個人對於資優數學教學與學習的觀點，以及資優生好奇與喜歡挑戰的學習特性，自行蒐集與設計活化的數學問題。環境脈絡與課程配合教科書使用之因素在個案教師設計與實施資優課程時的考量較少，符合國內外資優班實施數學教學之精神。研究者根據結果提出以下建議：一、持續關注資優數學課程實施的議題，從不同的面向來分析與了解；二、擴大與多樣化研究對象，以了解不同背景與教學經驗的資優資源班教師數學課程實施情形與考量因素。

The purpose of this study was to investigate how an experienced elementary school teacher implemented her mathematics curriculum in a fifth-grade gifted class. At the same time, the study also identified what factors she had considered from her more than 20 years' teaching. A case study approach was used. All data collected included classroom observations and teacher interviews. The findings indicated that most of the tasks she used were high-level cognitive demands requiring students to explore and understand the relevant concepts and relationships. She implemented the tasks both in teacher-students cooperative enquiry and students-self enquiry. She also provided plenty opportunities for students to reason, conjecture, and check their own thinking when they worked on the tasks. Her main considerations were based on her learned teaching experience, such as her viewpoints about the target curriculum and her students' learning characteristics. Other factors like learning contexts and mathematics curriculum had less influence on her teaching. However, the limited teaching time and the feeling of time pressure were the main concerns in her curriculum implementation.

1. 王玉品、徐偉民(2009)。一位國小教師面對數學教學改革的抗拒和改變。科學教育學刊，17(3)，233-253。
   連結：
2. 徐偉民(2011)。三位六年級教師數學課程實施之比較。教育研究集刊，57(2)，85-120。
   連結：
3. 徐偉民(2013)。國小教師數學教科書使用之初探。科學教育學刊，21(1)，25-48。
   連結：
4. Sheffield, L. J. (1994). The development of gifted and talented mathematics students and the National Council of Teachers of Mathematics Standards. Retrieved from http://www.gifted.uconn.edu/nrcgt/reports/rbdm9404/rbdm9404.pdf
5. Maker, C. J. (2005). The DISCOVER Project: Improving assessment and curriculum for diverse gifted learners. Retrieved from http://www.gifted.uconn.edu/nrcgt/reports/rm05206/rm05206.pdf
6. 教育部（ 2010 ） 。特殊教育課程教材教法及評量方式實施辦法。取自http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0080031
7. Burke, M. J.(Ed.),Curcio, F. R.(Ed.)(2000).Learning mathematics for a new century.Reston, VA:NCTM.
8. Colangelo, N.(Ed.),Davis, G. A.(Ed.)(1991).Handbook of gifted education.Boston, MA:Allyn & Bacon.
9. Eyre, D.(Ed.),McClure, L.(Ed.)(2001).Curriculum provision for the gifted and talented in the primary school: English, math, science and ICT.London:David Fulton Publishers..
10. Gamoran, A.(Ed.),Anderson, C. W.(Ed.),Quiroz, P. A.(Ed.),Secada, W. G.(Ed.),Williams, T.(Ed.),Ashmann, S.(Ed.)(2003).Transforming teaching in math and science: How schools and districts can support change.New York, NY:Teachers College.
11. Grouws, D. A.,Tarr, J. E.,Chávez, Ó .,Sears, R.,Soria, V. M.,Taylan, R. D.(2013).Curriculum and implementation effects on high school students' mathematics learning from curricula representing subject-specific and integrated content organizations.Journal for Research in Mathematics Education,44(2),416-463.
12. Henningsen, M.,Stein, M. K.(1997).Mathematical tasks and student cognition: Classroom-based factors that support and inhabit high-level mathematical thinking and reasoning.Journal for Research in Mathematics Education,28(5),524-549.
13. Hsu, W. M.(2013).Examining the types of mathematical tasks used to explore the mathematics instruction by elementary school teachers.Creative Education,4(6),396-404.
14. Hudson, P.,Miller, S. P.(2006).Designing and implementing mathematics instruction for students with diverse learning need.Boston, MA:Allyn and Bacon.
15. Huntley, M. A.(2009).Measuring curriculum implementation.Journal for Research in Mathematics Education,40(4),355-362.
16. Jacobs, J.,Gamier, H.,Gallimore, R.,Hollmgsworth, H.,Givvin, K. B.,Rust, K.(2003).Third international mathematics and science study 1999 video study technical report volume 1: Mathematics technical report.Washington, DC:National Center for Education Statistics.
17. Kitano, M. K.,Kirby, D. F.(1986).Gifted education: A comprehensive view.Boston, MA:Little Brown & Co..
18. Kloosterman, P.(Ed.),Lester, F. K., Jr.(Ed.)(2004).Results and interpretations of the 1990 through 2000 mathematics assessment of the national assessment of educational progress.Reston, VA:NCTM.
19. Lester, F. K., Jr.(Ed.)(2007).Second handbook of research on mathematics teaching and learning.Charlotte, NC:Teachers College..
20. Lloyd, G. M.(2008).Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials.Journal for Research in Mathematics Education,39(1),63-94.
21. Maker, J. C.,Nielson, A. B.(1995).Teaching models in education of the gifted.Austin, TX:Pro-ed.
22. Mullis, I. V. S.,Martin, M. O.,Gonzales, E. J.,Chrostowski, S. J.(2004).TIMSS 2003 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades.Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College..
23. National Council of Teachers of Mathematics(2000).Principles and standards for school mathematics.Reston, VA:Author.
24. Reis, S. M.,Burns, D. E.,Renzulli, J. S.(1992).Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students.Mansfield Center, CT:Creative Learning Press..
25. Remillard, J. T.(2005).Examining key concepts in research on teachers' use of mathematics curricular.Review of Educational Research,75(2),211-246.
26. Silver, E. A.,Mesa, V. M.,Morris, K. A.,Star, J. R.,Benken, B. M.(2009).Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification.American Educational Research Journal,46(2),501-531.
27. Stein, M. K.,Smith, M. S.,Henningsen, M. A.,Silver, E. A.(2000).Implementing standards-based mathematics instruction: A casebook for professional development.New York, NY:Teachers College..
28. Tarr, J. E.,Grouws, D.A.,Chávez, Ó.,Soria, V. M.(2013).The effects of content organization and curriculum implementation on students' mathematics learning in second-year high school courses.Journal for Research in Mathematics Education,44(4),683-729.
29. Tarr, J. E.,Reys, R. E.,Reys, B. J.,Chávez, Ó .,Shih, J.,Osterlind, S. J.(2008).The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement.Journal for Research in Mathematics Education,39(3),247-280.
30. Tomlinson, C. A.(2005).Quality curriculum and instruction for highly able students.Theory Into Practice,44(2),160-166.
31. VanTassel-Baska, J.(2003).Curriculum planning and instructional design for gifted learners.Denver, CO:Love Publishing..
32. VanTassel-Baska, J.(Ed.)(1994).Comprehensive curriculum for gifted learners.Boston, MA:Allyn and Bacon.
33. 石修銘(2013)。碩士論文(碩士論文)。臺北，國立臺北教育大學數學暨資訊教育學系。
34. 吳耀宗(2010)。碩士論文(碩士論文)。彰化，國立彰化師範大學特殊教育學系所。
35. 林佩瑩、王振德(1998)。國小資優教育教師專業能力之分析研究。特殊教育研究學刊，16，443-462。
36. 侯雅齡(2010)。激發資優生對知識的熱忱—數學資優課程應有的調整。南屏特殊教育，1，61-69。
37. 徐銘基(2009)。碩士論文(碩士論文)。臺北，國立臺北教育大學自然科學教育學系碩士班。
38. 教育部(2008)。優質教育白皮書。臺北:教育部。
39. 連安青(1999)。小學數學新課程之實施：一位小學教師的實作與反省。課程與教學，2(1)，35-48。
40. 郭美如(1998)。碩士論文(碩士論文)。臺北，國立臺灣師範大學科學教育研究所。
41. 郭靜姿(2000)。談資優學生的特殊適應問題與輔導。資優教育季刊，75，1-6。
42. 郭靜姿編(2015)。資優教育課程設計與教學模式運用實例。臺北:華騰文化。
43. 陳廉偉(2009)。碩士論文(碩士論文)。臺北，國立臺北教育大學自然科學教育學系碩士班。
44. 黃光雄編、簡茂發編(2000)。教育研究法。臺北:師大書苑。
45. 黃楷茹(2004)。碩士論文(碩士論文)。臺北，國立臺灣師範大學特殊教育學系碩士班。
46. 楊麗華(2000)。碩士論文(碩士論文)。臺北，臺北市立師範學院國民教育研究所。
47. 劉晉瑋、劉祥通、康淑娟(2010)。國小資優生在時分針問題之解題表現分析。資優教育季刊，117，33-40。
48. 蔡依伶(2010)。碩士論文(碩士論文)。屏東，國立屏東教育大學數理教育研究所。
49. 蔡典謨(1997)。資源整合與資優教育。資優教育季刊，64，6-10。