合作式數學遊戲融入國中數學教學對學生學習態度影響之研究

賴淑惠

指導教授 ： 黃純敏 ； 廖遠光

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2007年)

摘要

本研究旨在編選和設計一個適合國中七年級實施的合作式數學遊戲教學，透過實際教學瞭解其實施結果。希望藉由數學遊戲教學之實施，瞭解其對學生學習數學態度之影響，並且探討國中的數學教師對實施數學遊戲的可行性、實施限制以及改進策略。本研究採質性研究及單組前後測之個案研究，深入研究七個合作式數學遊戲對36位學生學習態度改變情形。透過學習單、學習回饋表、前後測問卷、訪談、參與觀察及教學錄影等資料，進行成對樣本T檢定以及描述性統計分析和質性詮釋。
研究結果發現，（一）實施合作式數學遊戲教學，能顯著提高學生的數學學習興趣；（二）實施合作式數學遊戲教學，能顯著增強學生的數學學習自信心；（三）實施合作式數學遊戲教學，能顯著增進學生的同儕互動關係；（四）實施合作式數學遊戲教學，能顯著提昇學生的主動探究精神；（五）實施合作式數學遊戲教學，對減輕學生的數學學習焦慮效果不顯著；（六）實施合作式數學遊戲教學，對提昇學生的數學有用性的認知效果不顯著；（七）實施合作式數學遊戲教學，能發揮補救教學的功能。最後，研究者再依據教學上的反思，說明其可行性與實施限制，並提出改進的相關建議。

關鍵字

合作學習 ； 數學遊戲 ； 數學學習態度

並列摘要

The major purpose of this study was to select and design a collaborative mathematical activities curriculum for the seventh grade students in junior high school. Through practicing the curriculum, students’ attitude toward mathematics learning was better understood, and the feasibility, limitations, and improvement strategies of mathematical activities were also explored. Qualitative research as well as single pretest-posttest design case study was applied. Seven mathematical activities were conducted in a group of thirty-six students. Data was collected through worksheets, feedback, pretest-posttest questionnaires, interview, observation, and videotaping. The collected data was analyzed by using pair sampled t-test, descriptive statistics analysis and qualitative research method.
The major findings of this study include: 1) Collaborative mathematical activities were found contributed to enhance interest in learning mathematics. 2) Students had more confidence in learning mathematics because of collaborative mathematical activities. 3) Collaborative mathematical activities were considered by students as a way to improve interaction with their peers. 4) Collaborative mathematical activities would make students able to explore knowledge actively. 5) Collaborative mathematical activities did not reduce students’ anxiety significantly. 6) The effect of collaborative mathematical activities curriculum served to enhance the cognition of usefulness of mathematics was not significant. 7) Collaborative mathematical activities curriculum would benefit remedial instruction. The collaborative mathematical activities curriculum was refined based on teaching reflection to acknowledge its feasibility and limitation. Suggestions toward future researches were also proposed.

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