數學繪本融入國小二年級乘法概念學習扶助之個案研究

本研究旨在運用數學繪本融入國小二年級乘法概念之學習扶助，來探討學生對於乘法單元的學習歷程，並期許提升學生的乘法概念學習成效，以及數學學習態度。本研究採取個案研究法，教學對象為二年级數學學習扶助班的六名學生，選用《阿曼達的瘋狂大夢》及《哈！宇宙無敵湯》兩本繪本融入在教學中，教學為期三週，每週兩堂、每堂40分鐘，每一本數學繪本進行兩堂課教學，並透過恆常比較法進行分析。為了避免研究者主觀推論，資料蒐集包括乘法概念前後測試卷、學生的數學日誌、課堂中錄影、學習單及訪談，以確保客觀的分析。研究結果顯示，選用適合低年級的數學繪本時，應該要考量符合此年齡的認知發展特性，許多文獻說明此階段學生能進行具體的邏輯性推理思考，卻還無法進行高層次的抽象推理，因此應避免有許多抽象概念在文本裡頭。再者，以大聲朗讀故事、多型態的佈題、不同角度思考的討論、專家(教師)示範與說明、教學後的應用與延伸及學習後的檢視與回顧等，五項做低年級的數學繪本融入教學設計之考量，能幫助學生更有效的學習。而學生透過這些趣味、多元且生活化的繪本情境學習之後，發現師生的互動以及同儕的討論變多了，也看見學生體會到靠自己思考的樂趣，乘法概念上的學習成效向上提升，以及數學學習態度在「學習的信心」、「學習的動機」、「數學的實用性」，皆有正向的呈現。建議數學繪本融入教學時，繪本現身時機可以嘗試放在正式課程前當作引起動機或者教學後當作統整活動；而在教學進行時，教師應不時將故事情節與數學概念做適當連結，讓學生聚焦於重點討論。

關鍵字

數學繪本；學習扶助；乘法概念；學習成效；學習態度

並列摘要

This research is dedicated to the use of mathematics picture books to integrate the learning and assistance of 2nd-grader students of the elementary school on the concept of multiplication, so as to explore the learning process of the students on the multiplication unit. In addition, it hopes to improve students' learning effectiveness of the concept of multiplication and their learning attitude towards mathematics. Based on the case study method, the teaching objects set by this institute are six students in the second-year Mathematics Learning Support Class. The researcher used two mathematics picture books, “Amanda Bean's Amazing Dream” and “Too Many Cooks”, as the teaching materials. This teaching lasts for three weeks, with two classes a week, each class is 40 minutes. For each mathematics picture book, two classes are taught, and the constant comparison method is used for analysis. In order to avoid subjective inferences by researchers, the result of the pre-test and the post-test, students' math diaries, in-class video, study sheets and interviews are used to record the facts of the research in class to ensure objective analysis. According to the research results, it can be inferred that when choosing a mathematics picture book suitable for lower grade students, it should be considered whether the picture book meets the cognitive development characteristics of this age. Many references have shown that students at this stage are able to think about concrete logical reasoning, but they are not yet able to carry out high-level abstract reasoning. Therefore, when choosing a picture book, avoid too many abstract concepts in the text.Furthermore, there are five items including story reading aloud, multi-type topic layout, multi-angle thinking discussion, expert (teacher) demonstration and explanation, post-teaching application and extension, and post-learning review and review, etc., as consideration of integrating mathematics picture books into the teaching design of lower grade students. It can further help students learn more effectively. After learning in these interesting, diverse and life-oriented picture book situations, students also found that the interaction with teachers and discussions with peers have increased. Based on this, students also take the opportunity to experience the joy of independent thinking. Moreover, the students’ learning effectiveness on the concept of multiplication will be upgraded, and students’ attitudes towards mathematics learning will be positively presented in the following three dimensions, including “learning confidence”, “learning motivation”, “practicality of mathematics”, etc. According to the research, here are some suggestions for integrating mathematics picture books into the math teaching.You can try to put mathematics picture book before the formal course as a motivation or as an integral activity after the teaching. During teaching, teachers should make appropriate connections between the storyline and the mathematical concepts, guiding the students focus on mathematical concepts of the discussions.