數學遊戲與合作學習教學法對高中生數學學習之成效

Abstract

本研究以數學遊戲為基礎，合作學習教學為方法，將數學遊戲融入高中數學教學，研究目的在探討實施「數學遊戲與合作學習」課程，對於提升高中學生的數學學習動機、數學學習態度、數學互動學習之成效為何，對於數學學習注意力、興趣、滿足感、信心、互動討論、團隊合作有何影響。本研究的場域為台北市某公立高中，研究對象為高中一年級學生；從研究者任教的三個班級選取兩個班級作為研究對象。其中一班為實驗組，另一班為對照組；實驗組班級在部定必修高一數學課程之外，於彈性課程再進行數學遊戲與合作學習教學，對照組班級只進行部定必修高一數學課程教學。量化研究方面採用SPSS 25.0進行統計資料分析；以卡方獨立性檢定、獨立樣本t檢定、配對樣本t檢定、共變異數分析評估「數學遊戲與合作學習」課程之成效。質性研究方面採用課堂觀察各組學習討論情形記錄表、小組報告、教師教學日誌省思札記、自評表、學生學習回饋單、半結構式訪談，對實驗組班級進行觀察、瞭解、分析、省思、修正。量化方面研究結果顯示，在控制前測分數後，實驗組的後測分數在學習動機（注意力、關聯性、信心、滿足感）與數學學習態度（數學學習信心、數學焦慮、數學探究動機）皆高於對照組。質性方面研究結果顯示，學生在動機、態度、討論互動，都有良好的成效。代表「數學遊戲與合作學習」有助於提升高中學生的數學學習動機、數學學習態度、數學互動學習。在學期中數學單元之學習內容逐漸變難的情境下，實施「數學遊戲與合作學習」課程者，可以維持高中學生的數學學習動機、態度、互動學習。本研究結果可作為數學教育研究和政策發展之參考依據。This study was based on mathematics games and used a cooperative learning teaching approach to integrate mathematics games into high school mathematics teaching. This study aimed to investigate the effectiveness of the"mathematics games and cooperative learning" curriculum on high school students' motivation and attitudes toward mathematics learning and its effects on enhancing students' attention, interest, satisfaction, confidence, interactive learning discussions, and teamwork. The study was conducted in a public senior high school in Taipei City, and the study subjects were first-year students. Two out of the three classes taught by the research were selected. Besides the required senior high school mathematics curriculum, the experimental group was also given mathematics games through cooperative learning, whereas the control group was only given the required senior high school mathematics curriculum. For the quantitative approach, this study used SPSS 25.0 to analyze the data; the effectiveness of the"mathematics games and cooperative learning" course was evaluated by chi-square test, independent sample t-test, paired sample t-test, and covariance analysis. For the qualitative approach, this study used classroom observation of each group's learning discussion, group reports, teacher's reflection journals, self-evaluation forms, student learning feedback sheets, and semi-structured interviews to observe, understand, analyze, reflect, and revise the experimental group. The quantitative study'sfindings showed that, after controlling for pre-test scores, the experimental group's post-test scores were higher than the control group's in terms of motivation (attention, relatedness, confidence, satisfaction) and attitude (confidence in learning mathematics, anxiety, and motivation to investigate mathematics). The findings of the qualitative study revealed that students performed well in terms of motivation, attitude, and discussion interaction. This means that the "mathematics games and cooperative learning" program helps to improve the motivation, attitudes, and interactions of high school students in mathematics. In a context where the content of the mathematics units became more complex in the semester, implementing the"mathematics games and cooperative learning" program could maintain students' motivation, attitudes, and interactive learning. The findings of this study can be utilized as a guide for research and policy development in mathematics education.