| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 89 === Abstract
This interpretive study would investigate the number concept of local Atayal aboriginal second graders at Hualien suburban area. The samples included 6 normal and 6 Atayal aboriginal second graders and 3 were senior Atayal aboriginals. Data collection was employing semi-structure interview accompanied with video recording and, family interview and school observation. Finally, these data were transcribed into concept maps. Besides, by means of interviewing with aboriginals and concerned references collection to explore whether the culture and daily experience about number concepts would influence the students’ learning.
This study included analysis and comparing the difference between normal and Atayal aboriginal students toward number concepts.
This study revealed that:
1.Number concepts of Atayal aboriginal second graders:
In categorizing, Atayal aboriginals tended to use kind, name, and equalization to proceed. Counting was using vision and pair to proceed. Atayal aboriginal students could use number to represent the quantity of goods. Aboriginal students could count number sequentially and vice versa. Moreover, they equipped the reservation of numbers, but the concept of ordinal was not mature. Most aboriginal students knew the meaning of zero yet there was only one student who did not pass the test.
2.Difference between normal and aboriginal second graders was shown on the four domains, namely categorizing, concept of zero, and representation of quantity.
3.The role of culture and daily experience towards aboriginal students:
The aboriginines did not use large number to count in daily life. This might limit aborigines’ abilities and calculation. The aboriginines did not have specific methods or symbols, however, they showed few discrepancies with normal students in writing. The aboriginal students tended to use equalization to compare the difference of quantity or size. Very few of them use ordinal numbers. There was no concept of zero and the aboriginal students were not familiar with meaning of zero.
Keywords: Atayal aborininal, Aboriginal education, Number concepts.
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