國小教師在數學課程發展歷程中的專業成長

Elementary Teachers’Professional Growth During Mathematics Curriculum Development

本研究旨在探討國小教師在文化本位數學課程發展歷程中的專業成長。採個案研究法，以共學探究社群的組成和討論來發展文化本位數學課程。從社群討論、教師訪談和教學錄影的資料分析中發現，教師在數學課程發展後，教學觀點從教師中心與關注運算熟練，轉向學生中心與關注概念理解；教師在文化數學課教學時，相較於一般數學課的教學，提供較多開放性問題讓學生思考和討論，且較聚焦在理解與推理。本研究顯示，以課程發展為焦點並透過共學探究方式來規劃與實施的專業活動，能有助於教師數學教學的專業發展。

This study investigated elementary teachers’professional growth with respect to mathematics instruction as they developed a culture-based mathematics curriculum. A case study approach was adopted, and a Co-Learning Inquiry Community was employed to collaboratively develop the curriculum. The findings of this study reveal that after completing the curriculum development process, participating teachers’instructional perspectives shifted from teacher-centered to student-centered and from an emphasis on operational proficiency to conceptual understanding. When the culture-based mathematics curriculum was implemented, the teachers incorporated more open-ended questions and focused on students’reasoning and comprehension. This study demonstrated that teachers are more engaged in curriculum development when a collaborative inquiry approach is employed, and such an approach can effectively enhance teachers’professional development in mathematics teaching.