國小學生數學解題溝通能力評量之實證研究

本研究旨在探討數學解題溝通的內涵，並根據此內涵編製數學解題溝通測驗，以評量學生的解題溝通能力。研究對象為國民小學六年級學生，計378名。採用自編的「數學解題溝通測驗」為研究工具，探討受試者「表達自己數學概念或想法」、「理解他人數學算式」及「理解他人數學想法」等數學解題溝通能力，並分析受試者之數學溝通類型和不同溝通指標的能力差異。本研究可提供解題溝通的評量方法參考，教師亦可利用此模式了解學生之解題歷程及想法，藉此診斷評量與教學，提升學習成效。最後，研究者對於教學、評量實務以及未來研究提出建議。

關鍵字

評量；解題溝通；解題溝通指標

並列摘要

The purpose of this study was to investigate the content of mathematics communication, and build the assement tool of mathematics communication. By this way, the researchers wanted to realize the ability of mathematics communication of sixth graders. There were totally 378 valid sample points of sixth graders in this research. The ”mathematics communication test” was developed by the researchers. For mathematics communication, there were three parts. They were ”express one's own mathematics conceptions or thinking”, ”realize others' mathematics equations” and ”realize others' mathematics thinkings.” The researchers also analyzed the patterns of mathematics communications and the difference on communication indexs. This study could provide the method of mathematics communication. Teachers could use this method to realize the procedure of problem-solving and thinkings of pupils. The test could also be used as a diagnostic tool for teaching in order to promote the achievements of learning. Finally, some suggestions for teaching and future study were recommended by the researchers.