數學寫作應用於培養國小三年級學生 數學素養之行動研究

An Action Research of Applying Mathematical Writing to Develop Third Graders’ Mathematical Literacy

林欣儀(Hsin-Yi Lin)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800214

摘要

本研究採行動研究法，以教師為研究者，探討數學寫作應用於國小三年級數學教學的歷程、對學生數學素養的影響與教師在教學後的省思成長。經由蒐集學生數學寫作作品、教師省思日誌與學生數學寫作回饋單等相關資料後，再進行整理、歸納與分析，獲致研究結果如下：
一、行動教師實施數學寫作活動的教學歷程為：
（一）事前與學生、家長溝通；
（二）教師說明與示範；
（三）選擇適當的寫作類型；
（四）從合作寫作到個人寫作；
（五）藉由同儕互評以增進判斷他人想法的能力；
（六）同步觀摩與修正，加深學生印象。
二、行動歷程中所遭遇之困境與解決策略有三：
（一）進行合作寫作時易出現「客人」，因此在實施合作寫作前，可事先分派各組組員的角色與任務。
（二）學生寫作的意願降低，可訂定獎勵制度並採取兩次評分鼓勵寫作。
（三）低成就學生寫作表現停滯不前，可提供個別指導，並讓學生進行模仿學習。
三、數學寫作應用於數學教學對學生數學素養的影響有四：
（一）學生使用數學語言的完整性明顯提升。
（二）學生漸能運用多樣化的表徵表達自己的數學想法。
（三）學生正確判斷他人數學想法的能力均有提升。
（四）學生對數學寫作抱持著正向的態度。
四、研究者的省思成長有二：
（一）需提供低成就學生在數學寫作上更多的協助。
（二）增進設計以學生為主體的多樣性學習活動思維。
最後，研究者依據研究結果提出相關建議，以供教師實施數學寫作活動及未來相關教學研究之參考。

關鍵字

數學素養 ； 數學寫作 ； 數學溝通表達能力

並列摘要

The aim of this study was to explore how mathematical writing applied to mathematical instruction and the impact of mathematical writing on third grade students’ mathematical literacy, the encountered difficulties and solutions that were discovered during the research, as well as the reflection and growth of the teacher after teaching. This study adopted the action research approach. The teacher as the researcher has been collecting, organizing, and analyzing students’ mathematical writings, feedback sheets, teacher’s reflection journals, and other relevant information, the results of the study are as follows:
1.The teaching process of implementing mathematical writing: (1) Communicate with students and their parents before implementing mathematical writing. (2) The researcher illustrated and demonstrated the mathematical writing steps. (3) The researcher chose appropriate types of mathematical writing. (4) Implement mathematical writing from cooperative writing to individual writing. (5) Improve the competence of judging others’ opinions by peer assessment. (6) Observing and revising can reinforce students’ impression.
2.The difficulties in implementation and countermeasures: (1) Before implementing cooperative writing, the researcher assigned different roles and tasks to every group members in case some students couldn’t get involved in the mathematics classroom during implementing cooperative writing. (2) The reward and two- times grading system encouraged students’ low motivation. (3) The researcher provided the individual instruction for the low achievers to enhance their writing performance and let them have imitation writing.
3.The effects of students’ mathematical literacy: (1) Students show the significant improvement on the completeness of using mathematics language. (2) Students could gradually express their mathematics thoughts by using different types of mathematical representation. (3) Students have improved the competence of identifying others’ thoughts correctly. (4) Students have positive attitudes toward mathematical writing.
4.The reflection and growth of the researcher: (1) The teacher should provide much more assistance in mathematical writing for the lower-level students. (2) The teacher should stimulate the thinking of designing multiple student-centered learning activities.
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.

並列關鍵字

mathematical literacy ； mathematical writing ； mathematical communication ability

參考文獻

陳珮珊、秦爾聰（2013）。數學探究教學對國中七年級學生數學素養影響之研究。科學教育月刊，361，37-49。

楊德清、姜淑珍（2008）。數學寫作融入國三數學課室實踐歷程與影響之研究。科學教育學刊，16（4），439-458。

一、中文部分

朱龍美（2012）。透過數學寫作了解國小二年級學童的整數加減概念（未出版之碩士論文）。臺北市立教育大學，臺北市。

何欣玫（2005）。淺談數學解題之溝通能力。國教輔導，45（1），27-33。