應用遊戲式學習探討國小資優生數學解題歷程與發展

Using Game-Based Learning to Explore the Process and Development of Mathematics Problem Solving for Gifted Students in Elementary Schools

許志立(Chi-Li Hsu)

指導教授 ： 許瑛珍

國立清華大學/竹師教育學院/特殊教育學系/碩士(2021年)

摘要

本研究旨在探討遊戲式學習，應用在資賦優異學生的數學解題歷程與其學習成效。採質性與量化研究混和設計，除了利用訪談與內容分析，以瞭解學生的思考歷程；並利用評量表與標準測驗，以比較學生在教學介入後，解題步驟與數學成就的改變。
研究參與者採立意取樣，為四名基隆市國小資優班六年級學生，該校校風較為開放，學生對於創意課程較不排斥。遊戲式學習的介質是數學益智玩具－孔明棋，用以探討學生遊戲時的解題策略歷程發展；教師的介入教學，主要是在協助學生將解題策略統整，引導學生更能有效運用解題策略。在獲得學生家長同意後， 利用假日於學校實施每週一次、每次約一小時的課程，共進行五週、五節課。
教學成效的檢視，除了以2017、2018年AMC8數學測驗為前、後測，比較學生在經過遊戲式學習後，其數學測驗成績的差異；並以結構式開放性問卷訪談後，再利用評量表分析學生在Polya四階段解題步驟上的進展。在整個課程的進展中，研究者以質性研究的訪談大綱，引導學生說出其思考歷程與解題策略，並了解學生對遊戲式學習的接受度。本研究發現遊戲式學習，除了能提升資優生數學學習動機，在遊戲過程中自行發展出解題策略，藉由遊戲中反覆的思考與熟悉解題方式後，也能提升學生在數學解題所需要的能力，包含能掌握解題關鍵、有效運用舊經驗解題、完整的解題步驟以及會反覆檢查自己是否犯錯，因而提升數學本科的學習表現。

關鍵字

資賦優異 ； 遊戲式學習 ； 數學解題歷程 ； 數學學習成就

並列摘要

This research aims to explore the thinking process of game-based learning in mathematics problem solving and its learning benefits for gifted students. Adopting a mixed-design method of qualitative and quantitative research, interviews with content analysis and assessment scales to understand the thinking process, including strategies and steps, and standard tests to compare changes in math achievements were carried out before and after the teaching intervention.
Participants in the study were a purposive sampling of four sixth-grade students in the gifted resource class of Keelung Elementary School, of which atmosphere had a more open atmosphere, and students are less resistant to creative courses. A puzzle game of mathematical education, Peg solitaire, was used as the medium of game-based learning to explore the development of problem-solving strategies during games. The intervention teaching is mainly to help students integrate their problem-solving strategies and guide students to apply them more effectively. Students attended the game-based learning once a week, approximately an hour each course at the weekend for five weeks, totaling five classes.
This study used the 2018 AMC8 math tests as pre-test and the 2017 AMC8 math tests as post-test to compare the differences in mathematics, and interviews with structured open questionnaires and assessments to analyze the progress in the Polya four-stage problem-solving steps and thinking strategies after the teaching intervention. Throughout the course of the course, the researcher would guide students to explain their thinking process and Problem-solving skills and understand their acceptance of game-based learning.
This study found that game-based learning could improve the motivation of gifted students in mathematics and their problem-solving strategies. Through repeated thinking in the game and familiarity with problem-solving methods, students can also enhance their ability to solve problems in mathematics, including mastering the key to problem-solving, effectively using old experience to solve problems, complete problem-solving steps, and repeatedly checking whether they have made mistakes. Therefore, improve the performance of undergraduate mathematics.

並列關鍵字

the gifted ； game based learning ； mathematical problem solving processes ； Math learning achievement

參考文獻

周士傑、梁淑坤（2007）。遊戲融入小學六年級數與計算教學的設計及反思。台灣數學教師電子期刊，11，12-32。

Bruner, J. S. (1972). Nature and uses of immaturity. American Psychologist, 27, 687. doi:10.1037/h0033144

Martin J. C. (2002) . Unconstrained Peg Solitaire. INFORMS Transactions on Education, 2(3), 99-100. https://doi.org/10.1287/ited.2.3.99

一、中文文獻

IBM商業價值研究院（2010）。駕馭複雜環境開創嶄新－2010年IBM全球CEO調查。取自https://www.ibm.com/downloads/cas/ZL2KEZJB