運用Polya解題策略教學對國中學生數學焦慮及數學學習成效之行動研究

Abstract

本研究旨在探討實施Polya解題策略融入教學法對國中學生的數學焦慮與數學解題的成效之影響，採用行動研究法於奠基期歷程反思後再實施三次循環歷程與反思；研究對象為研究者任教之九年級學生且本身有數學焦慮者，透過解題策略觀察期間教師與學生所遭遇的困難與解決方法的分析，讓Polya解題策略的歷程能更為順利進行。在分析學生的數學解題的成效外，也利用訪談跟上課對話情形，更為深入了解學生學習的實際情況。研究結果顯示：Polya解題策略教學法實施前後，學生的數學解題成效有明顯成長；而學生的數學焦慮有明顯降低。

The purpose of this study was to investigate the effect of implementing the Polya problem solving strategy into the teaching method on the anxiety level caused by learning mathematics and mathematics problem solving effectiveness of middle school students. The action research method involved a reflection on the foundational period and then proceeded to a three-cycle process and reflection. The study was conducted to analyze the difficulties and solutions encountered by teachers and students during the problem solving strategy observation period in order to make the process of Polya's problem solving strategy more smooth. In addition to analyzing the effectiveness of students' mathematical problem solving, interviews and classroom conversations were used to gain a deeper understanding of students' actual learning. The results of the study showed that the implementation of the Polya problem solving strategy led to a significant increase in students' effectiveness in solving mathematical problems and a significant decrease in students' anxiety in mathematics.