| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 98 === The aim of this research was to investigate how to embed indigenous
culture into mathematics instruction with reference to culturally responsive
teaching theory through a cooperation with elementary teachers. The
study was conducted in elementary schools in Taitung. Researcher sought
Amis and Paiwan culture and integrated it into learning materials. Results
found that to design an indigenous culture integrating course, we needed to
seek the materials from the culture and experience in their daily life, and
had to consider students’ prior experiences, so that we can motive students’
interests in learning mathematics. Teachers have to know indigenous
cultures so that they can integrate culture into mathematical concept.
Besides, by the course of integrating indigenous culture into mathematics
instruction, teachers can promote their multi-cultural literacy, teaching and
course designing ability. The results can be used as a reference for culture
responsive teaching and teacher education in the future.
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