（1）研究目的：國內雙語教育作為教育政策的一部分，本質上是一種公共政策，而數學教育學者作為公共知識分子，扮演在政策與實踐中協商「公共的善」和學科本質平衡之角色。本研究旨在探討國內小學數學教育學者對雙語教育課程政策形塑所涉入之爭議及數學雙語教學的觀點，理解其在社會互動情境中對雙語政策和數學雙語課程意義的建構與詮釋，亦期同步促進雙語政策的公共論述。（2）主要理論或概念架構：本研究從政策取向之調適為進路，結合建構主義紮根理論（Charmaz,2014），依國內雙語教育政策相關官方文件與資料，從「政策目標」及「推動策略」兩方面來架構，涵蓋了數學教育學者對雙語教育政策內涵的認知、政策上路後對基礎條件與多方準備度之觀察，以作為討論數學教育、課程與教學的「挑戰」與「對策」之基礎。（3）研究設計／方法／對象：本研究以建構主義紮根理論為分析取徑，採訪談數學教育學者作為資料蒐集的方式。訪談以一對一個別訪談為主，訪談期間自2023年2月至8月止，每人訪談一次，每次約70∼80分鐘。採立意取樣，為兼顧區域性，以北部、中部、南部及東部各至少一名為原則。立意取樣的原則有二，依序是：一、具數學全英語／雙語研究或授課經驗；二、具小學（含）數學課綱委員經驗。經連繫後，有北部兩位、中部兩位、南部與東部各一位接受訪談。（4）研究發現或結論：本研究發現，國內雙語政策與數學教育目標之間關係模糊（例如：數學教育
目標中的數學思維與英語能力之間的權衡存在矛盾或疑慮），雙語政策推動策略下的數學雙語資源亦有所斷裂（例如：數學雙語師資培訓不易、符合國內數學教育文化脈絡的雙語教材懸缺、數學教師英語能力可能受主政者高估），均使數學雙語教學實施有所困頓。受訪數學教育學者進一步倡議，宜以「證據本位」重新架構數學雙語政策目標，且以「數學本位資源整合策略」作為政策推動之調適。（5）理論或實務創見／貢獻／建議：本研究在理論與實務的貢獻，可分為兩個層面：在理論層面上，本研究整合政策分析、學科課程變革及批判視角，強調政策形塑需回應學科特殊性、文化脈絡，以及社會正義，充實學科導向雙語研究的理論缺口；在實務層面上，本研究揭示數學教育學者對於雙語教育課程政策落地的多元觀點，能為政策修正提供實徵基礎，亦有助於促進雙語政策的公共論述。
(1) Purpose: Bilingual education in Taiwan, as a national policy initiative, functions as a public policy endeavor. As public intellectuals, mathematics education scholars mediate tensions between the “public good” and the nature of discipline in policy design and pedagogical practices. This study investigates elementary mathematics education scholars’ perspectives on the controversies in bilingual curriculum policy development and their critical reflections on the challenges of bilingual mathematics instruction. The study also seeks to catalyze inclusive public discussions on bilingual education reform by highlighting these voices. (2) Main Theories or Conceptual Frameworks: This study adopts a policy adaptation approach integrated with constructivist grounded theory (Charmaz, 2014). Drawing on official bilingual education policy documents and materials, this study structures the analysis through a dual framework of policy objectives and implementation strategies. This framework captures mathematics education scholars’ perceptions of policy intent, observations of foundational conditions, and multidimensional readiness post-implementation. These insights are the basis for identifying systemic challenges and formulating responsive strategies in mathematics education, curriculum design, and pedagogical practices. (3) Research Design/Methods/Participants: Semi-structured interviews were conducted with six elementary mathematics education scholars using constructivist grounded theory as the analytical approach. Participants were purposively sampled based on two criteria: 1) Experience in Englishmedium or bilingual mathematics instruction/research. 2) Involvement in national elementary mathematics core curriculum development (e.g., as a committee member). (4) Research Findings or Conclusions: The study identifies a critical misalignment between bilingual policy discourse and mathematics education goals, exacerbated by fragmented resource allocation under current implementation strategies. Scholars advocate for evidence-driven policy restructuring and propose a discipline-centered resource integration approach to address systemic inequities. (5) Theoretical or Practical Insights/Contributions/Recommendations: Theoretically, this work advances discipline-specific bilingual education research by bridging policy analysis, curriculum theory, and critical pedagogy, emphasizing culturally responsive policy design. Findings offer empirically grounded recommendations for policymakers, stressing collaborative frameworks that reconcile disciplinary needs, cultural relevance, and social justice.
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