國內運用數學教學策略進行數學教學後之成效探討：統合分析

本研究旨在探討國內運用數學教學策略進行教學後之成效，以Hedges與Olkin(1985)技術等統合分析法進行資料分析。自臺灣博碩士論文加值系統及臺灣期刊論文索引系統進行論文篩選蒐集，以「數學教學」、「數學學習」、「數學成就」、「數學成效」、「數學策略」與「教學策略」為關鍵詞進行篩選，篩選後且達標準之論文與期刊共47篇。蒐集之研究報告利用Borenstein, Hedges, Higgins與Rothstein（2014）所設計的Comprehensive Meta-Analysis（CMA）3.0版軟體進行分析。所得到之結論如下：一、數學教學策略對教學成效是有效的。二、不同數學教學策略間的教學成效有差異。三、研究區域、實施時間、學校規模為影響數學教學策略之教學成效的調節變項。四、數學教學策略對提升學生的數學情意態度是有效的。五、數學教學策略對男女學生數學的學習成效的差異不大。　　針對以上的結論提出以下三點建議：一、採用數學教學策略進行數學教學。二、使用教學策略應考量學生特性。三、使用數學教學策略時，學生人數不宜過多。

關鍵字

數學教學策略；數學教學成效；統合分析

並列摘要

The purpose of this study was designed to investigate the effectiveness of the domestic use of teaching strategies for teaching math, data analysis by Hedges and Olkin’s method (1985) and other technology meta-analysis. "Mathematics Teaching", "Mathematics Learning", "Mathematical Achievement", "Mathematical Achievements", "Mathematical Strategy" and "Teaching Strategy" were used as key words to sift from the Taiwanese Master's thesis and the Taiwan Journal Paper Index System. The number of those sifted out and qualified are forty-seven. Research reports are analyzed by CMA version 3.0 software which is designed by Borenstein, Hedges, Higgins and Rothstein, here are conclusions: 1. Mathematics teaching strategies are effective for teaching effectiveness. 2.There is difference between different mathematics teaching strategies. 3. The study area, the implementation time, the school size are variables to impact on teacing effectiveness of mathematics teaching strategies. 4.Mathematics teaching strategies to enhance students' mathematical attitude is effective. 5. There is little difference in mathematics teaching strategies for mathematic learning between male and female students. The conclusions of this study are as follows: 1. Using mathematics teaching strategy to carry on mathematics teaching. 2. The use of teaching strategies should consider the characteristics of students. 3. When using mathematics teaching strategies, the number of students should not be too much.