數學寫作應用於培養國中七年級學生數學素養之行動研究

本研究旨在探討數學寫作應用於培養國中七年級學生數學素養的影響，透過行動研究的方式，針對桃園市某國中七年級學生作為研究對象，探討行動教師實施數學寫作所遭遇的困境和解決方法、數學寫作對於國中七年級學生數學素養的影響，以及行動教師在實施數學寫作活動後的省思與專業成長。經由收集學生的數學寫作單、與教學者的交流紀錄、研究團隊會議紀錄與研究者省思日誌等相關資料，進行整理、歸納、分析，並於過程中不斷的反省修正，得出以下研究結果：一. 行動教師在實施數學寫作活動遭遇的困境與解決方法（一）設計數學寫作題目是實踐歷程中最大的困境，需考量意圖及四要素進行設計（二）教師的引導能夠帶領學生跳脫既有的學習模式，將自身的數學想法表達出來（三）彈性的評量規準訂定，需符應了解學生想法之需求二. 數學寫作對於國中七年級學生數學素養的影響（一）更懂得使用精準的數學語言表達自己的想法（二）靈活運用不同的數學表徵展現在作品中（三）鑑賞他人的作品時愈來愈有細膩的眼光三. 行動教師在實施數學寫作活動後的省思與專業成長（一）精進設計數學寫作的專業能力，以提供差異化的寫作單，使不同程度的學生皆能獲得到平等的數學溝通表達機會（二）研究者學到如何評量學生的數學表達能力，並且引領學生懂得了解自己與鑑賞他人的表達（三）研究者從行動歷程中學習如何溝通數學，與學生同步提升本研究亦將根據上述研究結論，提出相關建議，以供未來實施數學寫作相關教學研究之參考。

關鍵字

數學素養；數學寫作；數學溝通能力

並列摘要

The aim of this study was to investigate how mathematical writing applied to develop seventh grade students’ mathematical literacy. This study adopted the action research approach and the subjects of this study were the seventh grade junior high school student of Taoyuan City. It was to explore the encountered difficulties and solutions that were discovered during the research, the effects of seventh grade students' mathematical literacy, as well as the reflection and growth of the teacher after teaching. After collecting students’ mathematical writings, records of communication with instructor, meeting records, reflection journals, and other relevant information, the researcher not only summarized and analyzed these materials but also reflected and revised constantly during the process. The results of the study are as follows: 1. The difficulties in implementation and countermeasures: (1) The biggest difficulty is designing mathematical writing, it is necessary to consider the intention and the four elements to design. (2) Teacher's guidance can lead students to escape from the old learning mode to express their own mathematical ideas. (3)The elasticity of rubric needs to meet the needs of understanding students’ ideas. 2. The effects of seventh grade students' mathematical literacy: (1) Students can use more accurate mathematical language to express their thoughts. (2) Students can express their mathematics thoughts by using different types of mathematical representation flexibly. (3) Students have become more and more attentive to evaluate and appreciate others' mathematical writings. 3. The reflection and growth of the researcher: (1) Researcher needs to develop professional skills in designing mathematical writing to provide mathematical writing assignments of differentiation so that students of varied levels can obtain equal opportunities of mathematical communication and expression. (2) Researcher has learned how to evaluate students' mathematical communication ability, as well as lead students to understand themselves and appreciate others' expressions. (3) Researcher has learned how to use mathematics to communicate during the research, and researcher’s mathematical communication ability is improved with students simultaneously. Finally, based on the conclusions of this study, the researcher proposed some suggestions for the future related researches of mathematical writing.