本研究旨在探究「應用Scratch程式語言融入國中二年級數學教學」與「傳統教學」學習成效之差異。設計單元教學活動引導學生動手做學習，藉由一元二次方程式的圖像理解一元二次方程式解的性質。 本研究採用準實驗研究法，實驗組接受Scratch程式語言融入數學教學，進行程式設計及操作圖像，對照組則接受傳統教學。實施「國中數學學習成就測驗」前測、後測、延宕測驗，探討以不同於文字符號的圖像表徵來教授數學概念，是否能提升學生的學習成效，及彙整學生對於應用Scratch程式語言融入數學教學之意見，並提出討論。 本研究所得之結論如下： 一、應用Scratch程式語言融入國中二年級數學教學立即效果未有顯著差異。 二、應用Scratch程式語言融入國中二年級數學教學之學習保留效果明顯高於傳統教學。 三、實驗組學生對於「應用Scratch程式語言融入國中二年級數學教學」的看法，多持著正面的學習態度。 最後，本研究依據研究結果，對「科技融入數學教學的課程設計」、「圖像表徵的教學」、「未來研究」共三方面提出建議，以供教師及未來研究者之參考。 This study integrated Mathematics Scratch programing language into designing unit teaching activities for 8th graders. Students are led to learn through images and them realize the quadratic equation. This study aims to explore if students’ academic achievement is enhanced. Through applying Image Represented Formats in teaching math concepts, collect students’ opinions toward the integrating. Scratch Programming into mathematics instruction, and propose further discussions. 1.There was no significant difference between experimental group and the control group in terms of Scratch Programming into mathematics instruction. 2.Scratch Programming into mathematics instruction performed better in their learning achievement procrastinated test compared to students in the control group. 3.Positive feedbacks were received from students on the integration of Scratch Programming into mathematics instruction. At last, according to the research results, this study offers suggestions for teaching math and doing further researches.
