數學寫作應用於培養八年級學生數學素養之行動研究

An Action Research of Applying Mathematical Writing to Develop Eighth Graders’ Mathematical Literacy

莊千卉(Chien-Hui Chuang)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800223

摘要

本研究以研究者任教之新北市立某國中八年級，學習高、低成就兩個班級的學生為對象，採行動研究的方法，探討行動教師實施數學寫作所遭遇的困境和解決策略、對學生數學素養中數學溝通能力提升情形，以及教師的省思與自我成長。經由收集學生數學寫作單、課室觀察紀錄、教師省思札記與研究團隊會議紀錄等相關資料，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、實施數學寫作活動所遭遇的困難與解決方法為：
(一)實踐歷程中最大困境是研究者欠缺設計數學寫作題目的能力，解決方法為加強題意說明的明確性與具體性。
(二)學生不習慣數學寫作，因此對學生的想法了解有限，解決方法為具體引導學生寫作要領，並利用優秀的寫作作品讓學生相互觀摩。
(三)評閱學生寫作作品有困難，解決方法為依據分析後的數學溝通能力指標作為評分準則。
二、數學寫作能提升高成就學生的數學溝通能力，但對低成就學生的效果有限。
三、研究者需要加強設計數學寫作問題的能力，特別是題意的說明上要更加具體明確。
四、研究者於實施數學寫作活動後更了解學生的學習需求，也在教學方法上有所改變與精進。
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。

關鍵詞：數學素養、數學寫作、數學溝通能力

關鍵字

數學素養 ； 數學寫作 ； 數學溝通能力

並列摘要

In this study, action research method was used to investigate the teacher assisted students how to use strategies in learning mathematical writing, and the difficulties and learning changes they encountered. The participants were two eighth grade classes’ students from the researcher’s classes. Also, the researcher further investigated the reflection and development of the teacher in the teaching process.
The data were collected from students’ learning worksheet, teaching observation, reflection diary, and meeting record. After analyzing these data, the main findings were as following:
1.The problems confronted by the researcher in doing mathematical writing activity and the resolutions were as follows:
(1)The researcher lacks the ability to design mathematical writing descriptions. In order to resolve this problem, the clarity and specificity of the question description should be improved.
(2)Some students have problems in doing mathematical writing activity because of the lack of thoughts. The solution is to guide students in writing and to use excellent writing works to allow students to observe each other.
(3)It is very hard to evaluate students’ writing tasks. The resolution is based on the analysis of mathematical communication ability indicators as a scoring principle
2.Expository mathematical writing enhances high-level students’ ability of mathematics communication, however, there was no significant difference for low-level students.
3.The researcher should improve the ability of designing mathematical problem solving, especially on the title description.
4.After performing math writing activity, the researcher understands students’ learning needs and tries to make some improvement on mathematics education.
Finally, based on the finding, the researcher presents pedagogical implications and topics for further research in the future.

Keyword: mathematical literacy, mathematical writing, mathematical communication ability

並列關鍵字

mathematical literacy ； mathematical writing ； mathematical communication ability

參考文獻

一、中文部分

李國偉、黃文璋、楊德清、劉柏宏（2013）。教育部提升國民素養實施方案─ 數學素養研究計畫結案報告。臺北市：教育部。

吳錫銘（2011）。數學寫作融入合作學習教學策略之行動研究。國立彰化師範大學科學教育研究所碩士論文，未出版，彰化市。

周立勳、劉祥通（1998）。寫作活動對國小學生數學解題能力的影響。教育研究資 訊，6(3)，46-62。

周玉秀（2006）。從PISA看數學素養與中小學數學教育。科學教育月刊，293， 2-21。