數學學習成就對國民所得成長的軌跡分析：PISA為例

The Trajectory of Mathematics Learning Achievement to the Growth of National Income: Evidence from PISA Data

本研究探討2009年參與國際學生評估計劃的國家數學學習成就對2009至2018年國民所得成長的影響情形。本研究以世界銀行及經濟合作發展組織資料，納入69個國家包括臺灣，以潛在成長曲線分析與迴歸分析，獲得結論：2009年各國的數學學習成就愈高，同年國民所得愈好。2009年各國的數學學習成就對2009至2018年各國的國民所得成長速率有提升。臺灣在2009年數學學習成就條件下，2009年至2018年的國民所得低於69個國家平均值22,056美元至23,846美元，臺灣在69個參與PISA國家的數學學習成相對高，但在國民所得相對低。本研究貢獻在於發現，數學學習成就有短期與長期提升國民所得效果，宜加強數學教育與經濟發展聯結，臺灣應從中提出策略。針對結論深入討論，提出具體建議。

This study explored the impact of students' mathematics learning achievements in countries participating in PISA in 2009 on the growth of national income from 2009 to 2018. Based on the data of the World Bank and the Organization for Economic Cooperation and Development, this study included 69 countries, including Taiwan, the latent growth curve model and regression analysis were performanced, and obtained the following conclusions: The higher the mathematics learning achievements of 69 countries in 2009, the higher the national income in 2000. In 2009, the higher the mathematics learning achievements of 69 countries, the higher the growth rate of national income in all countries from 2009 to 2018. Under the conditions of achievement in mathematics learning in 2009, Taiwan’s national income from 2009 to 2018 was lower than the average of 69 countries, ranging from US$22,056 to US$23,846. Taiwan’s mathematics learning achievement in 69 countries participating in PISA was relatively high, but the national income was relatively low. The contributions of this research showed in the discovery that mathematics learning achievements had both short-term and long-term effects of improving national income. It was advisable to strengthen the connection between mathematics education and economic development. Taiwan should also reflect on it In-depth discussion on the conclusions and recommendations were made.