| 摘要: | 從國際評比的角度，台灣的數學問題，是數學表現好、但是對數學的興趣不高。針對這個弔詭的現象，本計畫的研究旨趣為，透過擬題而非解題，促進國民小學中年級學生的擁有感，從而提升親近數學活動的興趣。這個計畫跟一般的擬題研究有所不同：大多數擬題研究者給定重重條件，務求孩童符合數學形式符號的正確、擬題數量的流暢、變通、創意等；本計畫的擬題限制條件少，讓擬題成為連結日常生活經驗與數學感的機會，使孩童心思放在萃取生活經驗中萌生的問題，而非限定他們擠出跟某種單元概念有關的數學題目。這個計畫跟一般的擁有感研究也有所不同：多數以習得典範的框架，將擬題原作者的作品，視為一種個人私有物，亦即，同儕互評者會侵犯原作者的領土權，傷害擁有感；本計畫看重教室中的同儕資源，不將教室中的孩童視為孤立的個人學習情境，孩童的個人擬題活動，將與同儕互評擬題結合，形成班級題庫，讓孩童同時體驗個人擁有感與團體擁有感。這個計畫的價值有二：從擁有感的角度，深入釐清合作學習與同儕互評的緊繃關係；拉高層次來說，是透過擁有感進行社會建構與習得兩種典範之間對學習預設的對話。第二，在促進數學能力的前提下，追求情意面與認知面的平衡發展。 Based on the results of TIMSS and PISA records, Taiwan’s problem in mathematics education is subtly revealed. Students who perform well in math tests in school showed little interests in the use value of mathematics. To explore the paradoxical phenomenon, this study takes an alternative perspective. Rather than having the students to get an optimal amount of exercise in math problems, the goal of this proposal is to have them pose problems which are rooted from their knowledge-in-the-practice. In this way, they may have more sense of ownership for the problems generated by them, and therein lay their higher interests in math activities. This proposal differs from previous literature in problem posing. By setting more conditions for posing problems, much research focuses on how accurate the students use the formal symbolism to form their problems, how many problems or how different kinds of problems were generated. Instead, our focus is on how they recognize the formal symbolism as representing a range of problem situations in their everyday life experiences. By providing a much freer problem posing situation, we allow students to naturally ask questions and pose problems instead of making them spit out textbook-related math practices. Also, this proposal differs from previous literature in the study of ownership. From an acquisition paradigm, the student’s work is viewed as their individual property. Peer evaluation activities may jeopardize the sense of ownership of the initiator. However, taking a different perspective, this study considers the structuring resources for learning. Peer and cultural artifacts are all available for collaborative learning. Incorporating all revised items from individual item bank of the whole class, the class item bank is accomplished. Students will be able to experience both the individual ownership and group ownership. This proposal will make two main contributions. First, by conducting ownership raising activity, we penetrate deeply into the possible tensions between collaboration and peer commenting and editing. It examines the different assumptions of learning between acquisition and social construction paradigms. Secondly, besides the primary goal in math performance, we intentionally pursue a balance between the affective and the cognitive aspects of math learning. 研究期間：10008 ~ 10107 |
