學生主動數學學習行為之潛在類別與數學素養關聯-以PISA 2022臺灣資料為例

Relationship Between Latent Classes of Proactive Mathematics Learning Behaviors and Literacy: A Case Study of the Programme for International Student Assessment 2022 in Taiwan

本研究針對PISA 2022臺灣學生的主動數學學習行為進行潛在類別分析，探討其可能分類，並檢視不同主動數學學習行為類別與性別、數學素養的關聯，以及其對數學素養性別差異可能的調節效果。研究發現，臺灣中學生的主動數學學習行為可分為五種潛在類別，且性別與主動學習行為類別有關，臺灣女學生在「消極且不堅持」、「專注但消極」兩類別的比率顯著較男學生高。「積極且堅持」類別的數學素養最高，「積極但不堅持」、「消極但堅持」最低；臺灣學生在數學素養的性別差異不太明顯，但就主動數學學習行為類別來看，則在「積極但不堅持」女生成績略高於男生，其餘四類別則均呈現男生數學素養高於女生，其中「專注但消極」類別的男生顯著高出36分，其餘各類別男女學生在數學素養的性別差異則未達顯著。基於分析結果，本文提出相關教學及研究建議。

 

This study conducted a latent class analysis of Taiwanese students’ proactive mathematics learning behaviors in the Programme for International Student Assessment 2022 to explore potential classifications and examine the relationships between different categories of proactive mathematics learning behaviors, gender, and mathematics performance and their moderating effects on gender differences in mathematics literacy. The proactive mathematics learning behaviors of Taiwanese middle school students can be divided into five latent categories, with gender influencing these categories. Notably, a large proportion of female students were observed in the "passive and not persistent" and "focused but passive" categories. The "proactive and persistent" category demonstrated the highest levels of mathematics literacy, and the "proactive but not persistent" and "passive but persistent" categories demonstrated the lowest levels. Gender differences in overall mathematics literacy were minimal. Girls scored slightly higher than boys in the "proactive but not persistent" category. Conversely, boys outperformed girls in the other four categories, with boys in the "focused but passive" category scoring 36 points higher. In the remaining categories, boys scored significantly higher than did girls, although the difference was not significant. Overall, this study offers valuable teaching and research suggestions.