高中網路數學寫作的實施與其對學生數學態度之影響研究

Mathematical Writing on the Web and a Study of Its Effect on High School Students' Mathematics Attitude

袁媛(Yuan Yuan)

《花蓮師院學報（教育類）》 17期 (2003/12) Pp. 193-209

摘要

近年來數學教育的重要趨勢在重視了解數學的教與學，以培養學生之數學力，因此教室中的數學溝通在理解數學的過程中佔了重要的角色地位。國外研究調查顯示在學校中真正從事相關數學寫作教學應用者並不多見，而中學階段的數學寫作相關研究在國內則尚未見。本研究以新竹地區一所國立高中二年級選修數學組的學生35名為研究對象，進行網路數學寫作的實驗研究。經一學期的網路數學寫作實驗結果，顯示網路數學寫作活動的實施並未對高中學生的數學學習態度產生影響。研究者探討實驗結果未對學生數學態度產生影響的原因，可能是與網路數學寫作的耗時性、電腦使用的便利性、寫作素材的接受性與一組助教未及時提供學生回饋有關。本次實驗過程中，研究者請兩位修習中學教育學程的學生擔任作業助教，兩位學生均認為如此的工作能有助於其了解高中數學教材，更能藉此了解學生的思考方式和學習困難，對其未來擔任學校數學教師的工作有很大的助益。未來或可由實習教師以輔助教師的角色共同協助教師進行數學寫作活動，一方面可減輕教師負擔，另一方面實習教師也可藉此了解學生的想法，幫助其提升數學教學的專業知能。

關鍵字

數學寫作 ； 網路學習 ； 高中生 ； 數學態度

並列摘要

Recently teaching and learning with understanding has been a focus issue in mathematics education, and this leads to an increased interest in students' works of writing mathematically. However, the writing done in secondary school mathematics classrooms has been extremely restricted. The purpose of this study was to design writing materials at the high school level and to study its effect on students' attitude toward mathematics. Results from the study showed that writing mathematically on the Web did not change students' attitude toward mathematics at a significant level. Possible reasons to influence the experimental effect are time consuming of writing mathematically, limited access of computers, student acceptance of the mathematical writing work, and no immediate feedback from the teacher. The researcher also suggested that having preservice teachers participate in this writing activity may help them understand students' reasoning processes as well as students' learning difficulties. School teachers with this help may be more willing to the use of writing as a learning tool in their mathematical classrooms.

並列關鍵字

mathematical writing ； web learning ； high school students ； mathematics attitude

參考文獻

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