誰在乎多元文化數學教育？數理師資培育生的民族數學意識探究

Who Cares About Multicultural Mathematics Education? An Exploration of Pre-service Mathematics Teachers’ Ethnomathematical Awareness

多元文化數學教育目標為促進數學的文化多樣性理解、培養跨文化數學素養、朝向社會正義的數學實踐，而民族數學則是重要的學習內容和方法。本研究旨在探討數理師培生在多元文化數學教育理念下的民族數學意識，即對民族數學的知識理解、情感態度及具體實踐行動。本研究採個案研究法，以某國立大學一年級「數學教育概論」課程為研究場域，研究參與者共26人，研究時間自2025年4月至7月20日止，以參與觀察、訪談及文件分析作為資料蒐集方法。研究結果發現，在知識理解上，民族數學學習有助於數理師培生鬆動「數學＝西方知識」單一認知框架，拓展至對數學「文化脈絡性」的多元認識；在情感態度上，呈現出從「獵奇」到「批判同理」的情意轉化歷程；而在具體實踐行動上，則涵蓋從「民族 + 數學」的附加模式至「民族文化中的數學」實踐光譜。值得注意的是，民族數學學習深度也取決於行動者主體性的文化自我覺知與專業能動。本研究最後提出幾點建議供數學教育學者和師資培育者參考。

The objectives of multicultural mathematics education are to promote understanding of the cultural diversity of mathematics, cultivate crosscultural mathematical literacy, and advance socially just mathematical practice, with ethnomathematics serving as an important content and methodology domain. This study examines pre-service mathematics teachers’ ethnomathematical awareness within a multicultural mathematics education framework— that is, their knowledge and understanding of ethnomathematics, affective dispositions, and concrete teaching practices. Using a casestudy design in a first-year course, “Introduction to Mathematics Education,” the research involved 26 participants and was conducted from April to July 20, 2025. Data were collected through participant observation, interviews, and document analysis. The findings indicate that: (1) in terms of knowledge, learning ethnomathematics helped pre-service teachers challenge the monolithic cognitive frame of “mathematics = Western knowledge” and broaden their perspective to recognize the cultural embeddedness of mathematics; (2) affectively, their attitudes evolved from “exoticizing curiosity” to “critical empathy”; and (3) in terms of practice, their actions spanned a spectrum from an additive “ethnic + mathematics” model to practices of “mathematics within ethnic cultures.” Notably, the depth of ethnomathematics learning appears to depend on learners’ cultural selfawareness and professional agency. The study concludes with several recommendations for mathematics education scholars and teacher educators.