數學識讀文本教學對數學素養之影響──以負數單元為例

Effect of Mathematical Text-Based Education on Mathematics Literacy: A Case Study of Negative Number Teaching Units

本研究旨在以實驗法檢驗「負數識讀文本」的實施成效。研究以準實驗兩組前後測設計，在新北市某市立高中召募四個班級共91名七年級學生進入實驗組，另外兩班共45名同年級學生進入對照組。實驗組在每週5節數學課中，持續四週進行每週1節的數學識讀文本學習活動；對照組則是四週當中，維持每週5節使用一般教科書的正常教學活動。本研究自行發展的研究工具有：「負數識讀文本」、「知行識評量規準」，以及據此規準設計的負數素養「前測」與「後測」。研究得到二項主要結果。第一，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，其中在「識能理解」由3.5%上升至25.9%，「錯誤理解」由11.8%下降至2.4%。第二，本研究將前測作為控制變項之情況下，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。本研究將針對教學實驗結果，對識讀文本在教學上之應用提出建議。

This study empirically examined the effectiveness of using mathematical texts as a means of enhancing student literacy regarding negative numbers. A quasi-experimental two-group pretest–posttest design was adopted to recruit students from a public senior high school in New Taipei City. Specifically, 91 seventh-grade students from four classes were assigned to the experimental group, and 45 seventh-grade students from two other classes were assigned to the control group. Over a course of 4 weeks, the experimental group attended 5 math sessions per week, with 1 of the sessions dedicated to reading mathematical texts. By contrast, the control group continued with their routine learning activities using standard textbooks throughout the 4 weeks. This study developed the mathematical texts studied by the experimental group, the zhi–xíng–shì (knowledge–capacity–comprehension) evaluation criteria, and a pretest and posttest based on these criteria. Accordingly, the following two main findings were obtained: First, after learning with the mathematical texts, the experimental group demonstrated significant differences between their pretest and posttest scores in terms of negative number literacy. Specifically, their knowledge comprehension increased from 3.5% to 25.9%, and the error occurrence decreased from 11.8% to 2.4%. Second, after the pretest scores were controlled for, a multivariate analysis of covariance was conducted to assess the posttest scores in the knowledge, capacity, and comprehension dimensions. The results revealed that the experimental group’s mean score for the comprehension dimension was significantly higher than that of the control group. However, their mean scores for the other two dimensions differed nonsignificantly from those of the control group. According to the experimental findings, suggestions are provided for the application of the developed mathematical texts in teaching.