我國於2006年參與PISA,至2012年已是第三輪實施,而最新的測驗結果卻顯示台灣數學學習落後的比例比其他國家高,出現學習的M型化趨勢(天下雜誌,2013年12月)。而對於許多學生而言,影響數學測驗成績的因素,除了本身應具備的知識及解題技巧外,最基本就是數學的自我概念,以及學生如何學習數學,另外本研究還要結合外部資料庫,探討國家在教育支出佔GDP比例高低是否影響學生數學成績,還有學生學習數學時的焦慮感。換言之,若能了解並改善學生面對數學題目時的態度及方法,將有助於提升數學成績,進而改善學生的數學焦慮感。 本研究以績效的概念,來看OECD會員國與台灣,在非意欲產出模型的框架下,以學生數學自我概念、數學學習策略、及教育支出佔GDP比例3投入項,對比數學素養表現為意欲產出、及數學學習焦慮為非意欲產出兩項產出時的效率值。結果發現以荷蘭為首共10國為相對有效率,建議墨西哥、智利與義大利等國應改善高投入卻低意欲產出的現況。
OECD develops the international standard tool for assessment, Program for International Student Assessment, PISA, which has been a trend since be established in 2000.This triennial survey aims to evaluate education systems worldwide by testing skills and knowledge of 15-year-old students, who will be randomly selected to take tests in 3 key subjects: reading, mathematics, and science. Taiwan has participated in this program since 2006.the latest result shows an M-shaped curve, which indicates that the higher percentage of low-achieved students exist in Taiwan than other countries. (Common Wealth,December, 2013)。The reason why students do good or bad in math based on their self-concept. Though Students in Taiwan did a good job in PISA 2012, there are still some students feel daunted when encountering math problems. The study wants to know if students’ self-concept and learning strategies effect on their math grades and anxiety. This research studies the case of PISA 2012.