國家教育研究院

　　本研究做為一應用型研究，和花蓮地區一所市區國中與一所偏鄉國中數學教師合作，建立教師專業學習社群，協助他們根據形成性評量理論，以「課堂教學研究」模式研修數學差異化教學模組。研究者識別數學差異化教學模組的研修原則，探查參與教師在協作之後的專業成長，以及學生在差異化數學課堂的學習經驗。資料蒐集包括研修完成的差異化教學模組、教師訪談逐字稿、學生問卷、教師會議錄音、錄影檔以及研究日誌等。本研究開發完成七個單元的數學差異化教學模組，並放到國家教育研究院「協力同行」網站上，提供各界無償下載，傳播研修的成果。研究者同時識別出數學差異化教學模組的四項研修原則：一、透過現實情境引入數學概念，啟發學生學習興趣與開啟探索活動；二、以差異化任務鋪陳數學學習脈絡，提供不同程度學生學好數學的機會；三、差異化教材具備多重表徵，對應學生不同學習風格與促進數學理解；四、學習任務具備形成性評量功能，以評估與促進數學學習。而參與教師的專業成長為：一、能以學生為中心、重視其想法；二、能運用形成性評量進行差異化教學；三、教材的設計著重脈絡與生活情境；四、能進行差異化的任務設計；五、重新看待數學教師的角色。問卷分析顯示兩校學生對於數學差異化教學有著正向的學習經驗，偏鄉學生似乎更能獲益於教師的差異化教學。本研究成果顯示數學差異化教學能提供所有學生學好數學的機會，落實十二年國民基本教育「適性揚才，成就每一位孩子學習」的可行性。研修完成的教學模組可提供教科書出版社編撰教科用書與學校教師自編教材的參考。

　　The applied study established a teacher professional community with two mathematics teachers serving in a high school in Hualien City and with two mathematics teachers serving in a secondary school in a remote area in Hualien with an aim to construct teaching modules for differentiated instruction (DI) in mathematics. Researchers collaborated with the teachers applying the theory of formative assessment to compile and revise the DI teaching modules through lesson study. They identified the design principles of DI, explored the participating teachers’ professional development, and their students’ learning experience in the DI classroom. Data collection included the teaching modules for DI in mathematics, teacher interview transcriptions, student questionnaires, and audio and video recordings of teacher meetings. The completed teaching modules for DI were uploaded to the National Academy for Educational Research website for the popular to download without payment. Four design principles for the DI modules were identified. The participating teachers’ professional development in conducting DI was revealed in the data analysis of the interviews. The students showed positive learning experience in the DI classroom. In particular, the remote area students benefited more from their teachers’ conduct of DI than their urban counterparts. This study suggests DI in mathematics providing all students with the opportunities to learn quality math and implementing the idea of the 12-year basic education in the classroom. These teaching modules serve as a practical resource for textbook publishers and mathematics teachers to compile instructional materials for DI.