题名

芬蘭小學數學教科書國際教育之內容分析－以五年級「選修題材」單元為例

并列篇名

Content Analysis of International Education in Finnish Elementary School Mathematics Textbooks: The Example of an ＂Optional Themes＂ Fifth-Grade Unit

DOI

10.6481/JTR.202204_15(1).01

作者

陳玟樺(Wen-Hua Chen)

关键词

數學教科書 ； 國際教育 ； 芬蘭教育 ； 題組 ； 內容分析 ； mathematics textbook ； international education ； Finland education ； testlet ； content analysis

期刊名称

教科書研究

卷期/出版年月

15卷1期（2022 / 04 / 15）

页次

1 - 41

内容语文

繁體中文
中文摘要

本研究旨在分析芬蘭小學數學教科書國際教育內容，以當前最受學校師生歡迎的WSOY版小學數學教科書Laskutaito為分析對象。本研究以Laskutaito in English之五年級「選修題材」單元為例，採內容分析法，以「題組」為分析單位。研究發現有二：一、五年級「選修題材」單元的國際教育學習主題至少涵蓋了國家認同、國際素養，以及全球競合力，其中國家認同的學習主題鋪陳最多，國際素養居次，全球競合力則為第三；二、五年級「選修題材」單元安排有計算機融入數學學習的題組、引入歐洲其他國家數學問題的題組，提供了學生運用科技工具解決問題和拓展國際視野之機會。本研究最後提出幾點建議為關心數學教育與國際教育之工作者參考。
英文摘要

This study analyzed the international education content in Finnish elementary school mathematics textbooks. The primary text for analysis was the English version of the WSOY Laskutaito, which is the most popular textbook among Finnish school teachers and students. The researcher used the fifth-grade ＂optional themes＂ unit as the example for content analysis and ＂testlet＂ for analyses. This study explored the WSOY Laskutaito using the analysis framework of the learning theme, as well as the substantive implications of international education. The findings are as follows. First, the fifth-grade ＂optional themes＂ unit covers at least three international education learning themes: national identity, international awareness, and global competitiveness. National identity is presented most frequently, followed by international awareness and global competitiveness. Second, the fifth grade ＂optional themes＂ unit integrates calculators into mathematics learning and directly introduces European mathematics for practice. This enables students to use technology to solve mathematics problems and expand their international awareness. This study provides several suggestions for mathematics educators' reference.
主题分类 社會科學 > 教育學
参考文献
  1. 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。https://doi.org/10.6173/CJSE.2013.2101.02[Hsu, W.-M. (2013). Investigation of elementary mathematics textbooks use in classrooms in Taiwan. Chinese Journal of Science Education, 21(1), 25-48. https://doi.org/10.6173/CJSE.2013.2101.02]
    連結：
  2. 劉美慧、洪麗卿、張國恩（2020）。中小學國際教育能力指標之建構與運用。中等教育，71（2），17-39。https://doi.org/10.6249/SE.20200671(2).0011[Liu, M.-H., Hung, L.-C., & Chang, K.-E. (2020). Construction and application of competence indicators for international education for elementary and secondary schools. Secondary Education, 71(2), 17-39. https://doi.org/10.6249/SE.202006_71(2).0011]
    連結：
  3. 鍾靜、林鳴芳、白玉如（2014）。以不同觀點分析問題探討芬蘭國小數學教科書。教科書研究，7（1），31-79。https://doi.org/10.6481/JTR.201404_7(1).02[Chung, J., Lin, M.-F., & Pai, Y.-J. (2014). A Study of math textbooks used in Finnish elementary schools analyzed from various perspectives. Journal of Textbook Research, 7(1), 31-79. https://doi.org/ 10.6481/JTR.201404_7(1).02]
    連結：
  4. Domoney, B., & Harrison, P. (Eds.). (1993). Nelson mathematics 4 pupils book 2. Thomas Nelson.
  5. Propson, I. (Ed.). (1997). Xa-lando 4 lernen als abenteuer mathematics. Schöningh.
  6. Saarelainen, P. (Ed.). (2007a). Laskutaito 5A in English. WSOY.
  7. Saarelainen, P. (Ed.). (2007b). Laskutaito 5B in English. WSOY.
  8. Thomas, D. (Ed.). (1998). Exploring space: Middle. Prim-Ed.
  9. 王錦雀（2010a）。媒體識讀怎麼教？媒體識讀教育月刊，89，2-4。[Wang, C.-C. (2010a). How to teach media literacy. Media Literacy Education Monthly, 89, 2-4.]
  10. 王錦雀（2010b）。學習分享，分享學習─芬蘭全球競爭力第一的秘密。T&D飛訊，105，1-21。[Wang, C.-C. (2010b). Learn to share, share to learn: The secret to Finland’s No. 1 global competitiveness. National Academy of Civil Service: Training & Development, 105, 1-21.
  11. 林義宏（2021，6 月 30 日）。「我不喜歡數學！」嘉大楊德清談臺灣中小學數學課本發生了什麼事？人文島嶼。https://humanityisland.nccu.edu.tw/yang-d-c/[Lin, Y.-H. (2021, June 30). “I don’t like math!” Dr. Der-Ching Yang of National Chiayi University talks about what happened to mathematics textbooks for elementary and middle schools in Taiwan. Keep Thanking. https://humanityisland.nccu.edu.tw/yang-d-c/]
  12. 林碧珍（2003）。生活情境中的數學。新竹縣教育研究集刊，3，1-26。[Lin, P.-J. (2003). Mathematics in real life. Bulletin of Hsinchu County Educational Research, 3, 1-26.]
  13. 洪郁雯、楊德清（2006）。具體表徵融入數學教學之探究。屏師科學教育，23，30-38。[Hong, Y.,-W., & Yang, D.-C. (2006). An inquiry on the integration of concrete representation into mathematics teaching. Science Education of National Pingtung University of Education,23, 30-38.]
  14. 洪雯柔、郭喬雯（2012）。建構國際教育融入課程的教師專業成長團體規劃模式：三所偏鄉學校策略聯盟的經驗。課程研究，7（2），55-83。https://doi.org/10.3966/181653382012090702003[Hung, W.-J., & Kuo, C.-W. (2012). Constructing a curriculum design model for infusion of international education: A case of strategic aliance among three rural elementary schools. Journal of Curriculum Studies, 7(2), 55-83. https://doi.org/10.3966/181653382012090702003]
  15. 徐偉民（2012）。從數學問題的實施探究一位部落小學教師的數學教學。屏東教大科學教育，36，53-77。[Hsu, W.-M. (2012). From mathematics tasks implementation to explore an elementary teacher mathematics teaching in an indigenous school. Science Education of National Pingtung University of Education, 36, 53-77.]
  16. 張鎮華（2020）。素養導向的 108 數學課程綱要面面觀。高中數學學科中心電子報，164。https://ghresource.mt.ntnu.edu.tw/uploads/1609225597645P5rQdfh7.pdf[Chang, G.-H. (2020). Aspects of the literacy-baesd 108 mathematics core curriculum. Math Education Resource Center, 164. https://ghresource.mt.ntnu.edu.tw/uploads/ 1609225597645P5rQdfh7.pdf]
  17. 教育部（2011）。中小學國際教育白皮書。[Minister of Education. (2011). A white paper on international education for primary and secondary schools.]
  18. 教育部（2020）。中小學國際教育白皮書 2.0。[Minister of Education. (2020). A white paper 2.0 on international education for primary and secondary schools.]
  19. 郭生玉（1998）。心理與教育測驗。精華。[Kuo, S.-Y. (1998). Psychological and educational test. Essential.]
  20. 陳怡如（2011）。臺灣中等學校國際教育實施現況與未來發展。教育資料集刊，50，1-26。[Chen, I.-R. (2011). Implementation and future development of international education in secondary schools in Taiwan. Bulletin of the National Institute of Education Materials, 50, 1-26.]
  21. 劉美慧（2017）。多元文化教育與國際教育的連結。教育脈動，12。https://teric.naer.edu.tw/wSite/metadataFile/metaDoPack.jsp?xItem=1993276&OWASP_CSRFTOKEN=EUSR-2SJW-O0NZ-156L-ZMVO-Z77O-0UH7-JXPZ[Liu, M.-H. (2017). The link between multicultural education and international education. Pulse of Education, 12. https://teric.naer.edu.tw/wSite/metadataFile/metaDoPack.jsp?xItem=1993276&OWASP_CSRFTOKEN=EUSR-2SJW-O0NZ-156L-ZMVO-Z77O-0UH7-JXPZ]
  22. 歐用生（2000）。內容分析法。載於黃光雄、簡茂發（主編），教育研究法（頁229-254）。師大書苑。[Ou, Y.-S. (2000). Content analysis. In G.-X. Huang & M.-F. Jian (Eds.), Educational research methods (pp. 229-254). Lucky.]
  23. 謝明初（2010）。全球背景下的數學課程改革。數學傳播，34（2），82-90。[Hsieh, M.-C. (2010). Mathematics curriculum reform in the global context. Mathmedia, 34(2), 82-90.]
  24. Espo, K., & Rossi, M. (1996). Matka matematiikkaan: Oppikirjasarja [A journey to mathematics: A textbook series]. Edita.
  25. Finnish National Board of Education. (2004). National core curriculum for basic education 2004. Next Print Oy.
  26. Finnish National Board of Education. (2016). National core curriculum for basic education 2014. Next Print Oy.
  27. Grouws, D., Smith, M., & Sztajn, P. (2004). The preparation and teaching practice of U.S. mathematics teachers: Grades 4 and 8. In P. Kloosterman & F. K. Lester (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessment of the national assessment of educational progress (pp. 221-269). National Council of Teachers of Mathematics.
  28. Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban Latino school. Journal for Research in Mathematics Education, 34(1), 37-73. https://doi.org/10.2307/30034699
  29. Hannula, M. S. (2004). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25-46. https://doi.org/10.1023/A:1016048823497
  30. 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. https://doi.org/10.2307/749690
  31. Hilden, R., & Takala, S. (2007). Relating descriptors of the Finnish school scale to the CEF overall scales for communicative activities. In A. Koskensalo, J. Smeds, P. Kaikkonen, & V. Kohonen (Eds.), Foreign languages and multicultural perspectives in the European context (pp. 291-300). Lit Verlag.
  32. Hill, I. (2007). Multicultural and international education: Never the Taiwan shall meet? International Review of Education, 53, 245-264. https://doi.org/10.1007/s11159-007-9048-x
  33. Kuku, A. (1995). Mathematics education in Africa in relation to other countries. In R. Hunting, G. Fitzsimons, P. Clarkson, & A. Bishop (Eds.), Regional collaboration in mathematics education (pp. 403-423). Monash.
  34. Kupari, P. (1999). Laskutaitoharjoittelusta ongelmanratkaisuun. Matematiikan opettajien matematiikkauskomukset opetuksen muovaajina [From practising computational skills to problem solving. Mathematics teachers’ mathematical beliefs and the construction of their teaching]. Institute for Educational Research, University of Jyväskylä.
  35. Larsen, D. C. (2004). The future of international education: What will it take? International Education, 34, 51-56.
  36. Lavonen, J. (2008). PISA 2006: Scientific literacy assessment. In J. Hautamäki et al. (Eds.), PISA06 Finland: Analyses, reflections and explanations (pp. 67-113). Ministry of Education.
  37. Lee, G. (2000). A comparison of methods of estimating conditional standard errors of measurement for testlet-based test scores using simulation techniques. Journal of Educational Measurement, 37(2), 91-112. https://doi.org/10.1111/j.1745-3984.2000.tb01078.x
  38. Lesh, R., & Lamon, S. J. (Eds.). (1992). Assessment of authentic performance in school mathematics. American Association for the Advancement of Science.
  39. Lesh, R., Post, T., & Behr, M. (1987). Representation and translation among representation in mathematics learning and problem solving. In C. Janvier (Ed.), Problem of presentation in teaching and learning of mathematics (pp. 33-40). Laurence Erlbaum.
  40. 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. https://doi.org/10.2307/30034888
  41. National Council of Teachers of Mathematics. (2015). Calculator use in elementary grades. https://www.nctm.org/Standards-and-Positions/Position-Statements/Calculator-Use-in-Elementary-Grades/
  42. Nicol, C., & Crespo, S. (2006). Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62, 331-355. https://doi.org/10.1007/s10649-006-5423-y
  43. Niemi, E (2004). Perusopetuksen oppimistulosten kansallinen arviointi ja tulosten hyödyntäminen koulutuspoliittisessa perusopetuksen matematiikan oppimistulosten kansallinen arviointi 6. Vuosiluokalla vuonna 2000 [The national evaluation and kontekstissa. Exploitation in education policy of learning results in primary education. The national evaluation of the education outcomes in mathematics in the sixth grade of primary education in the year 2000]. Turun yliopiston.
  44. Niemi, H., Toom, A., & Kallioniemi, A. (Eds.). (2012). Miracle of education: The principles and practices of teaching and learning in Finnish schools. Sense.
  45. Organisation for Economic Cooperation and Development. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. http://dx.doi.org/10.1787/9789264190511-en
  46. Pasternak, M. (2008). Is international education a pipe dream? A question of values. In M. Hayden & J. Thompson (Eds.), International education principles and practice (pp. 253-275). Taylor & Francis.
  47. Pehkonen, E. (2004). The magic circle of the textbook: An option or obstacle for teachers change. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th conference of the international group for the Psychology of Mathematics Education (Vol. 3, pp. 513-520). Bergen University College.
  48. Pehkonen, E. (2007). Problem solving in mathematics education in Finland. University of Helsinki.
  49. Perkins, D. (1997). What is understanding? In M. S. Wiske (Ed.), Teaching for understanding: Linking research with practice (pp. 39-57). Jossey Bass.
  50. Pietila, A. (2002). Pre-service elementary teachers’ views of mathematics: The role mathematics experiences in forming the views of mathematics. Department of Teacher Education, University of Helsinki.
  51. Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/00346543075002211
  52. Robitaille, D. F., & Travers, K. J. (1992). International studies of achievement in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 687-709). National Council of Teachers of Mathematics.
  53. Rogers, L. (1992). Then and now. For the Learning of Mathematics, 12(3), 22-23.
  54. Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. Teachers College.
  55. Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319-369). Information Age.
  56. Tarr, J. E., Reys, R., Reys, B., Chávez, Ó., Shih, J., & Osterlind, S. (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. https://doi.org/10.2307/30034970
  57. United Nations Educational, Scientific and Cultural Organization. (2004). What is international education? UNESCO answers. http://unesdoc.unesco.org/images/0013/001385/138578e.pdf
  58. Verschaffel, L. (2002). Taking the modeling perspective seriously at the elementary school level: Promises and pitfalls. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th annual conference of the international group for the Psychology of Mathematics Education (Vol. 1, pp. 64-80). Norwich.
  59. Yen, W. (1993). Scaling performance assessment: Strategies for managing local item dependence. Journal of Educational Measurement, 30, 187-213.
被引用次数
  1. (2023)。芬蘭民族地景鄉村意象之潛在課程：以小學數學教科書為例。臺灣教育社會學研究，23(1)，83-142。
print cancel