利用學習軌道理論進行國小柱體與錐體概念教學之行動研究

本研究針對台灣現行兩版本的國小數學教科書，分析探討當中柱體與錐體的相關單元內容；利用學習軌道設計課程，編製教學活動進行教學實驗，檢視兩位不同學習層次學生的學習情形及其解題表現，了解學生在學習歷程中的解題策略及可能的迷思概念；透過教師課後的省思日誌進行教學檢討，以提升教學效能，幫助學生建立完整具系統性的柱體與錐體概念，期望在解決這類題目時有更完備的思維，擁有正確解題的能力。

關鍵字

學習軌道；柱體與錐體；教科書；課程

並列摘要

This study focused on two sets of primary mathematics textbooks in Taiwan, analyzing the unit contents about cylinders and cones. It used learning trajectories to design curriculum and arrange teaching activities for teaching experiments, examining the learning performances of two students at different levels of learning. The study aimed to understand the problem-solving strategies of the students and their myths, if any, in the learning process through the reflective diary of the teacher, for improving teaching effectiveness as well as helping students build a complete and systematic conception of cylinders and cones. Students are expected to have complete thinking in solving such problems, and have the ability to correctly solve mathematical problems.

並列關鍵字

learning trajectories ； cylinders and cones ； textbook ； curriculum

參考文獻

陳嘉皇、吳碧智（2016）。〈圓形複合圖形面積解題學習軌道之教學實驗研究〉。《教育科學研究期刊》，第 61 卷第 1 期，頁 1–41。doi: 10.6209/JORIES.2016.61(1).01

Clements, D. H., & Sarama, J. (2004). Learning trajectories in mathematics education. Mathematical Thinking and Learning, 6(2), 81–89. doi: 10.1207/s15327833mtl0602_1

Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical Thinking and Learning, 1(2), 155–177. doi: 10.1207/s15327833mtl0102_4

Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128. doi: 10.1207/s15327833mtl0602_3

Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114–145. doi: 10.2307/749205

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利用學習軌道理論進行國小柱體與錐體概念教學之行動研究

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