本個案研究以「設計原民數學模組」為路徑，帶領六位職前教師進入一個原住民部落為學童設計融入原民文化的數學模組，前後歷時十個月。經由「準備與規劃」、「探尋與理解」、「閱讀與設計」、「評論與修訂」、以及「實踐與反省」五階段的引導，並透過觀察、晤談、問卷與相關文件的蒐集與分析，結果發現：六位職前教師可能由於本身具備的文化底蘊厚度不同，對於「原民數學模組」的設計存有兩種不同的取向；而因為設計取向的差異，所設計出的原民數學模組樣貌亦有所不同。文末研究者從模組實踐前、後所蒐集的資料、以及多元文化教育的五個關照面向來檢視本研究所發展的原民數學模組之適切性，以提供後續製作原住民數學教材的參考依據。

The main purpose of this case study was to investigate the development of indigenous culture-based mathematics modules. Six pre-service teachers participated to design indigenous culture-based mathematics instructional modules for students in a tribal elementary school for ten months. From analysis of observation, interview, questionnaire, and related documents, the results revealed that pre-service teachers had two different approaches of designing mathematics modules. And different design approach produced different indigenous culture-based mathematics modules. These differences might be rooted in the pre-service teachers' understanding about indigenous culture. Finally, according to comments from teachers in the tribe and the five dimension of multi-culture education, the researcher asserted indigenous culture-based mathematics modules developed in this case study were appropriate for the indigenous students.