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篇  名 國三學生數學觀念之研究
並列篇名 Ninth Grade Students’ Conceptions of Mathematics
作  者 李浩然 ; 柳賢
發表期刊 科學教育學刊
出版年份 2012 年
卷  期 20 卷 3 期
頁  次 p.267~294
關鍵字 性別差異 ; 數學成就 ; 數學觀念 ; Gender Different ; Mathematics Achievement ; Conceptions of Mathematics
語言別 中文
中文摘要

從數學教育的相關研究可發現,學生的數學觀念會影響其數學學習與解題。因此本研究的目的在於探討國中學生的數學觀念,研究者選取高雄市某國中三年級4個班級共122位學生進行研究,並將所蒐集的晤談資料以現象描述分析法進行分析。研究結果發現,學生的數學觀念包含元素、計算、工具、建模、抽象思考與理解等六個主要焦點面向,若再加以區分可以細分成十種數學觀念類型。此外在性別與數學觀念這兩個因素間並未達到顯著差異,但是在數學成就與數學觀念間,研究者發現高數學成就的學生比低數學成就的學生抱持更為寬廣的數學觀念,而中數學成就的學生之數學觀念則以應用與建模為主,且已達顯著差異(p=.000)。本研究中除了驗證先前的相關研究外,還更深入的分析國中學生的數學觀念,與初步探討國中學生數學觀念與性別和數學成就間的關係;藉此寄望研究結果能提供數學教師與研究者,更瞭解學生對於數學的看法,進而能協助其數學的學習。

英文摘要

It is well established in the research literature that student’s conceptions of mathematics influence their mathematics learning and problem solving. The purpose of this study was to explore junior high school students’ conceptions of mathematics. Interview data from 122 junior high school students in Kaohsiung were collected and analyzed using phenomenographic methods. Data from the interviews suggests that students’ conceptions of mathematics focus on six dimensions: elements, calculation, instrument, modeling, abstract thinking and understanding. Analysis of the data showed no gender differences on the various
dimensions; however, a significant difference between mathematics achievement and conceptions of mathematics (p=.000) was observed. The analysis also suggests that high achieving mathematics students hold broader conceptions of mathematics than low achieving mathematics students and that middle achieving
mathematics students appear to focus on application and modeling. It is hoped that the results of this study will provide insight for mathematics teachers and researchers into the views students hold about mathematics and the basis for helping students improve their mathematics learning.

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