本文利用國際數學與科學教育成就趨勢調查(Trends in International Mathematics and Science Study, TIMSS)的2003年與2007年資料,探討在台灣實行建構式數學,是否對於學生的數學學習成就與對數學的觀感產生影響;以及是否對於既有的家庭背景優勢有所改變。透過使用Difference-In-Differences估計法,發現建構式數學都對於學生的整體數學學習成就沒有影響,且對數學學習觀感趨向正面。再以年度/科目/家庭背景作為分組依據,形成Difference-In-Differences-In-Differences估計,發現建構式數學並不影響家庭背景帶給學生原有的學習優勢。加入2011年的樣本進行穩健性測試之後也有相同的結論。
Using the Trends in International Mathematics and Science Study(TIMSS) survey data of 2003 and 2007, I evaluate the policy effects of Reform Mathematics in Taiwan. The Difference-In-Differences shows that there are no significant effects on mathematics performance and attitudes toward mathematics learning. By taking scientific performance as control group, the Difference-In-Differences-In-Differences model suggests that there is no impact on advantages in family background. The results are robust under the tests which using TIMSS 2011 data.