數學寫作應用於培養國小二年級學生數學素養之行動研究

本研究以桃園市某國小二年級學生為研究對象，採行動研究法，探討實施數學寫作的行動歷程及所遭遇的困境與解決策略，對學生數學素養的溝通能力提升情形，以及教師的省思與自我成長，得出以下研究結果: 一、數學寫作培養學生數學素養的行動歷程: (一)依單元主題設計適合低年級學生的寫作活動。 (二)從師生共同討論到分組討論。 (三)由總結性寫作開始進行個別寫作。 (四)批閱後以蓋章方式增強鼓勵。 (五)針對問題再重新修正。 (六)互相觀摩交流。 (七)作品交換互評。二、數學寫作培養數學素養行動歷程實施的困境與解決策略: (一) 學生溝通互動有困難，可以分組討論方式增加學生溝通表達機會。 (二)學生在「交換作品互評」的表達回饋困難，可設計簡易勾選評量表單。 (三) 如何評量「數學寫作」的困難，可依寫作內容發展評量標準進行評分。三、數學寫作應用於二年級數學教學對數學素養的影響: (一)學生擅用圖畫表徵表達數學概念。 (二)學生用文字表達問題與解題過程成長較緩慢。 (三)同儕評量回饋文字量有顯著提升。四、擬題寫作及總結寫作最符合低年級學生學習的特質五、熟練計算的能力，需要再安排時間加強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之研究參考。

關鍵字

數學素養；數學寫作；溝通能力

並列摘要

The aim of this study was to explore how the reaction of application mathematical writing and the impact of mathematical writing on second grade students’ mathematical literacy, as well as the encountered difficulties and solutions that were discovered during the research. This study adopted the action research approach. Base on the improvement of mathematical communication ability to students’ mathematical literacy, and teachers’ reflection and self-growth, the results of the study are as follows: 1. The study history of how mathematical writing develops students’ mathematical literacy: (1) Design suitable writing activities for first-grade and second-grade students base on unit topics. (2) Develop from teacher-students discussion to group discussion. (3) Implement mathematical writing from cooperative writing to individual writing. (4) Use stamps after correcting to encourage students. (5) Viewing and revising at the same time can deepen students’ impression. (6) Mutual interaction. (7) Improve the competence of judging others’ opinions by peer assessment. 2. The difficulties in implementation and countermeasures: (1) According to the difficulty that students have in mutual interaction, teachers can design simple ticking assessment sheet. (2) Develop assessment standards in accordance with mathematical writing contents to estimate the difficulty of mathematical writing. 3. The effects of second-grade students ' mathematical literacy: (1) Students do well at using graphs to express their mathematical concepts. (2) It’s slow improvement for students to using literacy to express and solve problems. (3) A remarkable improvement of literacy quantities on peer assessment. 4. Propositional writing and Summarizing writing are in line with the learning characteristics if first-grade and second-grade students. 5. Mathematical writing helps teachers understand students’ learning issues. Finally, based on the conclusions of this study, the researcher proposed some suggestions for the applications of mathematical writing for teachers and the future related researches of teaching.