中心館藏網址 http://tulips.ntu.edu.tw/record=b2192247*cht

[ 摘要 ]
本研究之主要目的，在於探討原住民國小四至六年級數學科基本學力指標，編製適當的問卷以瞭解原住民國小數學科的基本學力指標項目，並透過施測以評量學生的基本學力。。
本研究主要採用大慧調查法，經由文獻探討及第一階段大慧調查所蒐集的資料，歸納出基本學力指標項目，據以編製第二階段之大慧調查指標項目，並調查南投縣仁愛鄉於原住民國小任教十五年以上之專家學者的意見，並透過第三次的大慧調查，歸納出一致的基本學力指標項目。研究之主要結果如下：
一、以詮釋結構模式統整數學教育專家們對於國小四至六年級數學概念的意見，並據以繪製成數學概念結構圖，以作為設計大慧調查法問卷之參考。
二、基本學力指標採操作型定義敘寫，年級包括四至六年級，符合本國基本學力指標發展之規畫，內容採納多位專家學者之共同意見，具有一定之信度與效度。
三、基本學力指標項目經編製試題施測後，發現通過率均達百分之七十以上，顯見原住民學生在本基本學力指標上，具有一定程度的數學基本學力。
最後，本研究提出以下之建議：一、本研究只以原住民學生為樣本，後續研究可以平地生為樣本進行研究，並對二者之差異進行比較。二、本研究只限於數學科四至六年級，而其他年級以及其他學科的基本學力指標，都是可以繼續發展的重點。

[ 英文摘要 ]
The purpose of this study was to explore the indicators of fundamental mathematical achievements of 4-6 grades of aborigines. Some questionnaire were made-up to investigate the indicators of fundamental mathematical achievements. A test was also to be given to assessment the learning achievements of students.
The study was employed by Delphi technique. Through three steps of questionnaire survey, this study investigated the opinions of teachers who have taught at least 15 years in elementary schools of aborigines, and integrated final indicators of fundamental mathematical achievements.
The main findings of this study were as follows:
1.This study drew structure maps of mathematical concepts by interpretive structure modeling , and these maps had helps on the design of questionnaire of Delphi technique.
2. Indicators of fundamental achievements were described by operated definition, which were matched with the layout of indicators of fundamental achievements of our country. The indicators were integrated opinions of several teachers, and it had a certain reliability and validity.
3. A test was given to the students, and there were over 70% of students that passed this test. This meant students had a certain fundamental mathematical achievements on the indicators.