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姓名	陳玉芬(Yuh-Fen Chen)  查詢紙本館藏	畢業系所	學習與教學研究所
論文名稱	數學識讀文本發展與研究--以七年級的負數與分數單元為例 (Mathematical Literacy Reader Development and Validation: A Case Study on Negative Numbers and Fractions in Grade 7)
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摘要(中)	本研究之目的在於發展一套培育數學素養之「數學識讀文本」，在七年級學生正要進入抽象思維學習的階段，以「負數」與「分數」內容作為文本發展之主要典範課題。本研究分為三個研究主題： 研究一，以目前巿面上流通的三版本國中數學教科書，作為研究對象，分析教科書中「負數」與「分數」教材內容在「知行識」向度之內涵。研究結果有三：1. 三版本之「知行識」向度內容分布有趨同現象，「知」向度內容占比皆大於70%、「行」向度占比皆大於62%、「識」向度占比皆小於24% ，且「知行識」三個向度的題目分布比例並未因版本的不同而有所差異 ( χ^2＝5.987 , p>.05 未達顯著水準)；2. 三版本之「識」向度內容有獨立布題趨勢，且識向度內容偏少；3. 教材設計觀點影響布題形式。 研究二，以ADDIE 設計模式針對「分數」單元進行「識讀文本」開發歷程研究。研究結果有四：1. 文本內容設計避免過多專業術語或模糊問語；2. 依循「執行評量報告」設計模式可監督修正文本之預期目標；3. 以視覺操作以及單位分數引入，可以為分數知能與技能的學習提供一致性的操作機會，以生活應用問題提供解題的表徵能力，連結分數與幾何創作概念提升識能學習，並提供閱讀素養欣賞，建立對分數學習的自信；4. 識讀文本設計採用多元的評量模式，可具體觀察學習的障礙與改變。 研究三，以準實驗法針對「負數識讀文本」進行實徵研究。研究結果有二：1.實驗組在「負數識讀文本」學習之後，在前後測之負數素養表現具顯著差異，其中「識能理解」由3.5% 上升至25.9%，「錯誤理解」由11.8% 下降至 2.4%，同時藉由多變量共變異數分析，檢驗「知」、「行」及「識」 後測之結果，顯示實驗組在「識」後測之平均數，顯著高於對照組，而在「知」與「行」方面，兩組則無顯著差異；2. 針對負數學習過程中的「負號分離」（detachment from the minus sign [DFMS]）學習障礙，負數識讀文本得到具體的改善佐證。 本文根據三主題之研究結果，對識讀文本在教學上之應用提出建議。
摘要(英)	The purpose of this study is to develop a set of "Mathematical Literacy Reader" to cultivate mathematical literacy among grade 7 students who are entering the stage of abstract thinking. The main research focus of this study is on the development of texts concerning "negative numbers" and "fractions." The study Consists of three major topics: Research One: Three versions of junior high school mathematics textbooks currently circulating in the market are analyzed as research objects to analyze the content of "negative numbers" and "fractions" in terms of "Zhi(to know), Xing(can do), Shi(make sense of)". There are three results: (1) There is a convergence in the distribution of content across the dimensions of "Zhi, Xing, Shi" among the three versions. The proportion of content in the "Zhi" dimension is all above 70%, in the "Xing" dimension is all above 62%, and in the "Shi" dimension is all below 24%. Additionally, the distribution of items across the three dimensions did not differ significantly across versions (x^2=5.987, p>.05). (2) There is an independent trend in the distribution of content in the "Xhi" dimension across the three versions, with a tendency towards less content in the recognition dimension. (3) The perspective of reader disign influences the format of the questions. Research Two: Using the ADDIE design model, a research process for the development of "literacy reader" for the "fractions" unit is conducted. There are four results: (1) Design of textual content avoids excessive use of professional terminology or vague questions; (2) Following the " Performance Assessment Chart " design model can supervise and revise the expected goals of the text; (3) Visual operations and the introduction of unit fractions can check and inspire consistent operational learning of fraction knowledge and skills, provide problem-solving representation ability through real-life application problems, connect fractions with geometric creation concepts to enhance literacy learning, and provide appreciation of reading literacy to build confidence in learning fractions; (4) The design of literacy reader adopts a multivariate assessment mode, which can observe learning obstacles and changes concretely. Research Three: An empirical study on "negative number literacy reader" is conducted using quasi-experimental methods. There are two results: (1) After learning "negative number literacy reader", there is a significant difference in the performance of negative number literacy between the pre-test and post-test in the experimental group, with "Shi understanding" increasing from 3.5% to 25.9% and "misunderstanding" decreasing from 11.8% to 2.4%. At the same time, through multivariate analysis of covariance, it is found that the mean of the post-test of "Shi" in the experimental group is significantly higher than that of the control group, while there is no significant difference between the two groups in terms of "Zhi" and "Xing"; (2) Evidence of concrete improvement is provided in the "negative number literacy reader" for addressing learning obstacles in the process of learning negative numbers, such as detachment from the minus sign [DFMS]. Based on the research results of the three major topics, suggestions for the application of literacy texts in teaching are proposed in this paper.
關鍵字(中)	★ 分數 ★ 負數 ★ 數學素養 ★ 知行識課程架構 ★ 數學識讀文本 ★ 數學識能規準 ★ 概念譬喻 ★ 視覺操作	關鍵字(英)	★ Fraction ★ Negative Number ★ Mathematical Literacy ★ Zhi-Xing-Shi Teaching Construct ★ Mathematical Literacy Reader ★ Mathematical Competency Rubrics ★ Conceptual Metaphor, ★ Visual Operations
論文目次	目錄 第 壹 章　緒論 1 第 一 節　背景 1 第 二 節　研究動機 6 第 三 節　研究目的 10 第 四 節　研究限制 10 第 五 節　名詞釋義 11 第 貳 章　文獻探討 13 第 一 節　數學素養 13 一、 「數學素養」的宏觀理念 13 二、 「數學素養」的微觀解析 19 第 二 節 「知行識」課程架構 22 第 三 節　數學教科書內容分析 24 一、 數學教科書研究 24 二、 數學教科書的素養實踐指標 26 三、 數學教科書的負數與分數 28 第 四 節　數學識讀文本 34 一、 識讀文本設計理論 34 二、 識讀文本設計模式 42 三、 識讀文本類型與書寫 48 小結 52 第 參 章　研究方法 53 研究一　三版數學教科書內容分析研究 54 一、 研究流程 54 二、 研究樣本 55 三、 研究工具 56 四、 內容分析單位與分析模型 58 五、 資料處理與分析 65 研究二　識讀文本開發研究 65 一、 識讀文本開發流程 65 二、 研究參與對象 67 三、 研究對象 68 四、 研究工具 68 五、 資料收集與分析 70 六、 研究倫理審查 72 研究三　識讀文本實徵研究 72 一、 研究對象 73 二、 研究工具 73 三、 資料收集與分析 79 四、 研究倫理審查 80 第 肆 章 研究結果 81 研究一 三版數學教材的「知行識」內涵 81 一、 三版本之「知行識」向度內容分佈有趨同現象 81 二、 三版本之「識」向度內容有獨立布題趨勢 81 三、 三版本之「識」向度內容偏少 82 四、 教材設計觀點影響布題形式 83 小結… 87 研究二 分數識讀文本實作設計發展歷程 87 一、 ADDIE第一階段啟動 87 二、 識讀文本格式設計歷程 91 三、 識讀文本「知行識」內容設計歷程 98 小結… 116 研究三 識讀文本實徵研究—以負數為例 117 一、 「負數識讀文本」對學生負數素養表現之影響 117 二、 「負數識讀文本」對提升負數素養的表現 118 小結… 121 第 伍 章 結論與建議 123 第一節 結論 123 研究一： 三家版本負數與分數教材內容之「知行識」內涵 123 研究二：「分數數識讀文本」開發歷程設計 124 研究三：「負數識讀文本」實徵研究 126 第二節 建議 127 一、 教科書教材內容的設計 127 二、 識讀文本教材設計原則 128 總結 131 參考文獻…. 133 附件一 負數識讀文本1 145 附件二 負數識讀文本2 150 附件三 分數識讀文本1 154 附件四 分數識讀文本2 158 附件五 分數識讀文本3 161 附件六 負數前測檢核卷 167 附件七 負數後測檢核卷 169 附件八 分數檢核卷 170 附件九 閱讀數界課 期末學習心得晤談卷 172
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指導教授	單維彰 趙子揚(Wei-Chang Shann Tzu-Yang Chao)	審核日期	2024-6-21
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