[ 摘要 ]

本研究旨在了解漢、原學童數字感表現之情形及差異，測驗工具改編自許清陽之數字感評定量表，依照台東縣學童各族別比例選取50所小學五、六年級各一班合計1405人施測；並針對各族高、低分組學童共14名實施訪問調查，將所的資料經由統計分析。

研究結果如下：

一、高年級男生、女生在數字感的表現一致。

二、整體來說六年級學童的數字感表現優於五年級學童，而漢族學童較原住民各族學童明顯。

三、在瞭解運算對數字的意義和影響的能力上：漢族與阿美族、排灣族、布農族、達悟族有顯著差異；在辨認數字大小的能力上：漢族與阿美族、魯凱族、卑南族有顯著差異。在發展計算策略與判斷答案合理性的能力上：漢族與阿美族、排灣族有顯著差異。在以多重方式表徵數字的能力上：漢族與阿美族、排灣族有顯著差異。在數字感測驗的總分上：漢族與阿美族、排灣族、卑南族有顯著差異。

四、原住民各族的數字感各組成成分的表現相當。

五、數學學業成就越高的學童在數字感各組成成分的表現越佳；學童家長學歷越高的學童在數字感各組成成分的表現越高、學童家長職業越高的學童在數字感各組成成分的表現越高、家長收入越高的學童在數字感各組成成分的表現越高。

六、各族高分組之學童使用數字感概念回答問題的比例較高，其次是運用傳統算則；在低分組之學童在於回答數字感問題時，大部分低分組學童對於題目因為不了解，使用臆測的比例相當高，或是使用題目之的數字任意計算。

[ 英文摘要 ]

The purpose of this study is to investigate the performance of number sense and its differences between the Hans and the aborigines’ students. “Number Sense Scale”, adapted from Xu, Qing Yang, is adopted in this study. The subjects are 1405 grade 5 and 6 aborigines students selected from every tribe in 50 schools in Taitung County. Questionnaire is adopted among 14 students from every tribe. The main findings of the study, according to the data analysis, are as follows:

1.The performances of number sense between male and female students are the same.

2.Overall, grade 6 students performed better than grade 5 in number sense. The Hans are more obvious than the aborigines’ students.

3.There was significant difference in capability of understanding the meaning of math operation between the Hans and the Amis Tribe, Paiwan Tribe, Bunun Tribe, Dawu Tribe. There was significant difference in capability of identifying numeral between the Hans and the Amis Tribe, Rukai Tribe, Puyuma Tribe. There was significant difference in capability of developing calculate strategy and determining rationality of the answer between the Hans and the Amis Tribe, Paiwan Tribe. There was significant difference in capability of multiple numeral expressions between the Hans and the Amis Tribe, Paiwan Tribe. There was significant difference in total score of number sense tests between the Hans and the Amis Tribe, Paiwan Tribe, Puyuma Tribe.

4.The performances in components of number sense among the aborigines’ students are about the same.

5.The higher achievements in math they could be, the better performances in components of number sense they are. The higher educational background the students’ parents are, the better performances in components of number sense they are. The better occupation the students’ parents are, the better performances in components of number sense they are. The higher income the students’ parents are, the better performances in components of number sense they are.

6.The rate of adopting number sense concept in answering questions is higher among higher-score students, the next are students adopted traditional calculating strategies. While answering number sense questions, most lower-score students adopted conjecture or random calculation using numbers in questions.