探究性別平等教育議題融入數學教學──以任務分析為進路

Exploring the Integration of Gender Equity Education Into Mathematics Teaching Through Task Analysis

議題融入為近年來課程改革之要項，希冀引導學生進行思辨與價值澄清，並起而行動。然而轉化至教學現場常流於形式，除了政策支持、教師增能和參與之外，議題教育的推動，尚需更多作為，特別是融入數學等知識結構性強的科目。因此，本研究建構「性別平等教育議題融入數學分析表」，據以分析與檢核議題融入數學教學的品質。該表為數學認知需求度與議題融入層次性所組成，以「校園逐臭之【夫】」模組任務為案例，析辨其議題融入數學的特色，並以概化理論建立其信度。研究發現：一、分析表具備良好的信度，可有效識別模組任務設計的品質和特色。二、該模組可提供高品質的數學學習機會，惟融入的層次性與多樣性尚待提升。本研究發展之分析表，可做為教師自編教材或教科用書編寫之檢核工具，亦可用於議題融入之教師專業發展，為教師增能實務和相關研究做出貢獻。

In recent years, the integration of issue education into core subjects has become a critical component of curricular reforms seeking to enable learners to think critically, reflect on their values, and act in a socially positive manner. However, issue education has not been implemented in the general curriculum well, especially in subjects with a strong knowledge structure such as mathematics. Therefore, this study developed an analytical framework to evaluate the quality of teaching modules designed for gender equity education. The researchers applied the framework to analyze a teaching module that integrates gender equity education into mathematics. Generalizability theory was applied to test the reliability of the framework. The research findings suggested that the analytical framework demonstrated high reliability and allowed for a thorough analysis of the module's characteristics and the quality. Additionally, the teaching module was found to comprise various tasks requiring high-level mathematical cognition| however, the levels of diversity and multiplicity in the module require improvement. The developed framework can facilitate the examination of teaching materials or textbook compilations to assess whether they have integrated issue education into mathematical instruction. Additionally, it contributes to teachers' professional development practically and theoretically.