國小五年級排灣族學童平面幾何圖形概念之詮釋研究---以屏東縣某國小為例

• Main Author: 林莠芹
• Other Authors: 潘宏明
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/37737145697648119511

碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 91 === Interpretative Research on Paione Fifth Grade Concept of Plain Geometry in Pingtung County Hsin –Chin Lin Abstract The purpose of this research is to investigate the plane geometry in Paione traditional patten and cultural relic. The research subject includes eight Paione students and eight Non-aboriginal students in fifth grades , and two Paione tribesmen. The source of data comes from semiconstructive interview and tribe on-the-spot collection. The data will be displayed by narrating, concept maps and picture to reach the completeness. Following is the discovery in this research: 1.Paionese contains rectangle, circle, oblong, line, and length, width, height, base, such technical terms ; the expression of triangle and square is loanword; the expression of rhombus, trapezoid, and parallelogram doesn’t exist in Paionese, all of these are called quadrilateral, or surrounded by four dots, the expression of sector is by means of fan used daily. 2. Paione traditional cultural relic or totem contains simple plane geometry, such as triangle, rhombus, and the significant mathematic concept of line symmetry, this can help Paione students to distinguish basic plane geometry and learn the concept of line symmetry. 3. Paione students usually don’t pay attention to geometry pattern of Paione totem, and they rarely acquire mother tongue about geometry pattern from their elders, either. Hence, it is uneasy for them to acquire the concept of geometry pattern in their daily life. 4. Following is the discovery, based on the whole concept of geometry pattern between Paione students and Non-aboriginal students: 1. All of the Paione and Non-aboriginal students who accept the test don’t have of the concept of polygon diagonal line. 2. All of the Painone students who accept the test don’t have the concept of grand total of acute and obtuse angle. 3. Only two Non-aboriginal students have the concept of geometry pattern that a five-grade student should have. 4. Most Paione students and Non-aboriginal students’ concept of geometry shape is distributed in level one of van Hiele’s geometry thinking; two Non-aboriginal students achieve level two.