數學概念為本的小學探究課程與教學實施

The Practice of Concept-Based Mathematical Inquiry Curriculum and Instruction in Primary School

本研究以概念為本與數學探究為核心，設計小學中年級階段的幾何以及數與計算課程，以北部某實驗小學的三年級學生為研究個案，探討概念為本的數學探究課程對個案學生發展數學素養能力的影響。本研究依照概念為本課程與教學的架構，訂定課程的概念透鏡與學習目標，並搭配投入、探索、解釋、精緻化和評鑑之5E探究教學模式，來設計小學中年級階段幾何與計算相關概念為本的數學探究課程。接著以數學素養五股能力檢核表，來檢驗學生學習過程中的數學素養展現。研究結果顯示，本概念為本之數學探究課程不只促進學習者自行建構數學概念，更發展數學素養的五股能力，故研究者認為概念為本的探究課程，有益於小學數學實務現場的教學發展。

The research is based on Concept-Based Curriculum and Instruction [CBCI] and mathematics inquiry teaching to design geometry and calculation curriculum, and applies it to a third grade class to examine the students’ performance of their mathematical proficiencies. According to the framework of CBCI, the researchers set the concept lens of curriculum, and learning goals for students, and design teaching activities by means of the 5E inquiry teaching model. Besides, the study adopts the mathematical proficiency checklist to analyse students’ performance of mathematical proficiencies. The findings show that CBCI not only helps the curriculum designer effectively connect content knowledge of the relevant concepts and design interdisciplinary curriculum, but also promotes the students to develop their mathematical conceptions and proficiencies. Therefore, CBCI might be beneficial to mathematical teaching practices at primary level.