資訊科技融入中小學數學科教學之系統性文獻分析：2000年至2012年

Abstract

本研究使用系統性文獻分析法，彙整2000年至2012年期間發表於英文期刊之資訊科技融入中小學數學科教學之文獻共79篇，以探討資訊科技工具運用於數學科課堂教學之概況。研究者首先選定所欲搜尋之五個電子資料庫，並訂定搜尋字串，繼而擬定文獻篩選準則以選取符合本研究需求之文獻，接著使用資料萃取表，針對篩選所得之文獻萃取各篇文獻中與本研究相關之重要資料，最後進行萃取所得資料之彙整與分析。研究結果顯示，數學科之五大教學主題（數與運算、代數、幾何、測量、及資料分析與機率）皆可見資訊科技融入教學之案例，其中以「數與運算」（28.6%）、「幾何」（27.4%）、和「代數」（24.5%）之個案最為常見。在數學科所使用之資訊科技硬體設備方面，使用最多的是桌上型電腦（68.5%），次為圖形計算機（11.2%）及電子白板（10.1%），其他尚有使用筆記型電腦、平板電腦、及掌上型電腦之零星個案；至於軟體工具方面，數學科教學軟體以虛擬教具（19.2%）、動態幾何軟體（15.6%），以及指導式CAI軟體（15.6%）為主，其次為遊戲式CAI軟體（8.4%）以及搭配硬體設備使用之圖形計算機內建軟體（10.9%）、辦公室套裝軟體（8.4%）、及電子白板之內建軟體（6%）。資訊科技工具之特性中，則以「互動性」與「視覺化」最有利於學習。本研究另亦發現，以資訊科技工具為基礎所設計之學習活動可培養記憶、理解、應用、與評鑑等不同層次之認知能力，其中尤以利用資訊科技工具促進記憶層次之「回憶」以及理解層次之「舉例」與「推論」能力為主，其次則用於培養應用層次之「執行」與理解層次之「詮釋」能力，至於分析與評鑑層次則較為少見，創造層次更是付諸闕如。本研究結果應可作為中小學數學教師實施資訊科技融入教學之具體指引。

The study used systematic review of research method. .The purpose of this research is to compile the literature published between 2000 and 2012 about the information and computer teachnology in K-12 mathematics classroom. It is a total of 79 literatures. The study fous on overview the information technology integrate into K-12 mathematics classroom.The first the researcher select desired search of five electronic databases, and set the search string, and then develop screening criteria to select the line with the literature of the research literature needs. And then use the data extraction tables for the extraction of the literature with important information. The final compilation and analysis of information obtained in the extraction. The results showed that the five teaching units (Number& Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability) have case of information technology into teaching, in which the "Number & Operations" (28.6%), the "Geometry" (27.4%), and "Algebra" (24.5%) of the most common. In the hardware that the main types is desktop computers (68.5%), followed by graphics calculators (11.2%), and electronic whiteboard (10.1%), others have a little are like a notebook computer, tablet PC, handheld computers. And the software that the main types are the virtual manipulatives, dynamic geometry software (15.6 percent), and CAI software (15.6 percent), followed by the game software (8.4%), and graphics calculators the built-in software (10.9 percent), office software (8.4%), and whiteboard software the built-in (6%). The characteristics of the information technology tool are interactivity and visualization that the most to help students learning. The study also found that the integrating information technology into instruction can foster students’s cognitive abilities such as remember、understand、apply and evaluate. Especially in foster the main abilities is recalling of remember, exemplifying and inferring of understand, the next foster the executing of apply and interpreting of understand. The the analyze is rare and without the create. The results of this study should be used K-12 mathematics teachers to implement specific guidelines for integrating information technology into teaching.