本研究目的在了解「數學史融入數學教育」是否有助於提升學生數學學習態度。配合高中課綱第三冊第一章「三角」的內容，研究者設計三份主題式單元的HPM 教案，並透過行動研究的方式，在過程中利用課堂觀察、學生的學習單回饋與學生訪談等方式，不斷地反思與修正教案的方向，以達到研究目的。
本研究採行動研究法，以研究者任教學校的高二兩個任課班級共83 名學生為研究對象，進行三個主題式共六節課關於HPM 加深加廣的教學活動。研究工具包含數學態度量表、教學活動學習單以及學生訪談紀錄，進行量化的分析與質性的詮釋。
研究結果發現，透過HPM 的教學活動，對學生數學學習態度上的改變，不僅在情意部分有所提升，另外也發現，在設計教案時，若能呈現數學家創造理論的過程，學生亦能在認知的層次有所提升。
研究者亦在過程中得到重要的反省，由於任教的兩個班的程度差異很大，得到的回饋差異也很大，透過行動研究的反思，發現即使是HPM 的教案設計，仍須考量學生的起點行為，而調整教學活動的內容，以達到認知與情意部分皆能提升的效果。

The present study aims to investigate whetherintegrating history of mathematics into math pedagogy can promote students’ learning attitudes of learning mathematics. Based on the contents of triangleof teaching syllabus which is in Chapter One, Book Three of Senior High Mathematics, the researcher designed three History and Pedagogy of Mathematics (HPM) teaching plans that were presented in thematic units. In order to achieve the research goals, this study applied active research, completed class observation, collected students’ feedback through learning sheets, interviewed the participants, took teacher’s reflection and constantly adjusted the direction of teaching plans.

The subjects (N = 83) were the researcher’s 11-grade students who were divided into 2 classes. The researcher deeply and broadly integrated 3 HPM thematic units into six-hour teaching activities. The research tools included Mathematics Attitude Scale, Learning Sheet of Teaching Activities, and the records of student interview. The researcher statistically analyzed and quantitatively interpreted the collected data.

The results reveal that integrating HPM into teaching activities do not only change the participants’ mathematics-learning attitudes, but encourage their learning affection. In addition, if the instructors can present the processes mathematicians create theories when they design teaching plans, they can increase participants’ levels of recognition.

In this study, the researcher learns 2 important reflections. Since the different math achievement between the students of two classes is very huge, the difference between students’ feedback is also very great. Through the reflection of active research, the researcher finds that even applying HPM into teaching activities, the instructors should take students’ start-behavior into their consideration. Meanwhile, they have to adjust the content of their teaching activities to promote students’ learning effects of both recognition and affection aspects.

Key words: HPM. Active research, attitudes of mathematics learning

中文部份
Ranjit Kumar(黃國光譯，2015)。研究方法：入門與實務。台北：雙葉書廊。
William P. Berlinghoff & Fernando Q. Gouvea著(洪萬生、英家銘暨HPM團譯)(2008)。溫柔數學史:從古埃及到超級電腦。台北：博雅書屋。
王淑明(2014)。數學史融入國中七年級數學社團活動之行動研究。未發表碩士論文。台北市立大學，台北市。
李文林(2000)。數學史概論。中國：高等教育出版社。
李佳芬，顏榮泉，顏睛榮(2013)。不同教學策略活化課程對國小三年級學童數學成就及其態度之影響。科學教育月刊，360。
吳明隆、涂金堂(2005)。SPSS 與統計應用分析。台北市：五南圖書出版公司。
洪萬生、蘇意雯、楊瓊如、英家銘、蘇惠玉、劉柏宏(2009)。當數學遇見文化。臺北，三民書局。
洪萬生等。HPM通訊。http://math.ntnu.edu.tw/~horng/letter/hpmletter.htm
教育部(2012)。提升國民素養辦公室網頁。台北：教育部。
教育部(2016)。十二年國民基本教育課程綱要數學領域。國家教育研究院。
郭乂愷(2016)。高雄地區高職一年級數學史融入教學之行動研究-以三角函數單元為例。未發表之碩士論文。國立高雄師範大學，高雄市。
曹宗萍、周文忠(1998)。國小數學態度量表編製之研究。八十七年度教育學術研討會論文集。
張春興(1989)。張氏心理學辭典。台北：台灣東華。
曾智鈿(2006)。數學史融入國中二年級數學教學實驗研究(未出版之碩士論文)。國立臺中教育大學，台中市。
楊淑芬(1992)。數學史在數學教育中的重要性。數學傳播，16(3)，16-22。
歐陽絳(1994)。數學的藝術。台北：九章出版社。
蔡聰明(2003)。數學拾貝。台北：三民出版社。
蔡聰明(2013)。數學的發現趣談。台北：三民出版社。
蕭文強(1992)。數學史和數學教育：個人的經驗和看法。數學傳播，16(3)。
蘇意雯(2004)。數學教師專業發展的一個面向:數學史融入數學教學之實作與研究。未出版之博士論文，國立臺灣師範大學，台北。
蘇意雯(2005)。淺談HPM學習工作單之設計。臺灣數學教師(電子)期刊，2，2-13。
蘇意雯(2011)。科學教育研究與發展季刊，第62期，頁75-96。

外文部份

Barbin, E. (2000). Integrating history: Research perspectives. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study (pp. 63-90). Dordrecht, The Netherlands: Kluwer Academic Publishers. doi: 10.1007/0-306-47220-1_3
Tzanakis, C., & Arcavi, A. (2000). Integrating history of mathematics in the classroom: An analytic survey. In J. Fauvel & J. van Maanen (Eds.), History in mathematics education: The ICMI study (pp. 201-240). Dordrecht, The Netherlands: Kluwer Academic Publishers. doi: 10.1007/0-306-47220-1_7
Grugnetti, L. (2000). The history of mathematics and its influence on pedagogical problems. In V. J. Katz (Ed.), Using history to teach mathematics: An international perspective (pp. 29-35). Washington, DC: The Mathematical Association of America.
Adriano Dematte & Fulvia Furinghetti(2011). History , Figures and Narratives in Mathematics Teaching, Recent Development on Introducting a Historical dimension in Mathematics Education ( pp.103-112).
Furinghetti, F., & Paola, D. (2003). History as a crossroads of mathematical culture and educational needs in the classroom. Mathematics in School
Fauvel, J. & Van Maanen, J.(Eds.)(2000). History in mathematics education:The ICMI study. Dordrecht: Kluwer Academic Publisher.
Fauvel, J.(1991). Using History in Mathematics Education. For the learning of mathematics, 11(2), 3-6.