幼兒數學教學另一章：結合繪本故事提升不確定性思維

Another chapter of teaching childhood mathematics: Combining picture books and mathematics to improve uncertainty thinking

本研究採跨領域教學，結合幼兒文學（繪本故事）與數學提升幼兒不確定性思維。研究方法合併質化與量化的研究，由觀察、訪問與作業評量來瞭解幼兒經實驗教學後的學習表現。研究對象來自南部一所大學附設幼兒園的29位5－6歲幼兒。由於「不確定性」概念對幼兒而言不容易理解，必須建立在有趣的脈絡上引導學習。為此，本研究發展「不確定性」教學模式，以繪本故事帶入不確定性概念教學，課堂上引導幼兒猜測、討論與驗證，並以事件發生的可能、不可能、確定與不確定作判斷，提升幼兒不確定性思維。研究結果顯示透過教學，幼兒能推論事情發生的可能性與比較兩件事情發生的可能性，會以客觀的數值取代主觀的喜好作判斷。同時，在公平機會與隨機概念的理解上有提升。本研究所提出的「不確定性」教學模式跳脫數學學習只強調數字運算的刻板印象，而以猜測、討論與驗證作判斷提升幼兒推理能力的另一種教學模式，可作為幼兒數學教學參考。

This study applied an interdisciplinary approach by combining childhood literacy (picture books) and mathematics to explore uncertainty over instruction with a view to improving uncertainty thinking. Because the concept of uncertainty is generally too abstract to understand for young children, the students in this study were provided with an interesting context to guide them with their learning. The research adapted quantitative (assessment) and qualitative (observation and interview) methods to examine whether the children's performance was related to the uncertainty of instruction. The students were recruited from an experimental kindergarten at a university in Southern Taiwan. Overall, 29 young children (aged 5 to 6 years) were included in this study. The research applied stories from picture books to introduce the concept of uncertainty and provide a context for the children to predict, discuss, and justify chance events for improving their uncertainty thinking. The results revealed that the children's ability to make correct decisions in the face of uncertainty of event of probability and comparison probability was assessed. And they were capable of reasoning probabilistically; they discarded subjective thinking and used objectivity to compare two chance events and made the correct decision accordingly. Furthermore, the children were progressive in distinguishing fair and unfair situations and think in an uncertainty context. Moreover, they understood randomness. The study developed an instructional model of uncertainty which included the process of prediction, discussion, and justification that avoid operation number for children but gave an example for teaching childhood mathematics. This model will provide a new way for teaching childhood mathematics.