本研究的主要目的在於探討，數學寫作與心智繪圖的整合做為教學策略，將其應用於國三學生數學三角形三心單元學習後的成效及其影響。希望藉由數學寫作活動和心智繪圖的教學應用，激發學生省思、分析、陳述的活動，促使學生更容易去理解，思考數學的性質，進而更有效的記憶及運用數學的相關概念、定理。 本研究主要採用「不等組前後測設計」，以桃園縣某國中國三學生兩個班級為研究對象，將兩班分為「數學寫作與心智繪圖整合的教學策略」實驗組36人；與「傳統教學策略」控制組36人，進行為期6週之教學活動。教學活動實施完成後，以單因子共變數分析，來記錄兩組之數學學習的成效、考驗其學習的態度，再與所設定後設認知的表現比較其顯著的差異。另外，針對實驗組學生，研究者透過數學寫作單內容、對數學寫作單感受的問卷調查表與學生訪談的記錄等方式，來蒐集資料，進行百分比統計及原因的歸納。 本研究發現：1.兩組學生在數學成就的測驗上，未達顯著差異；2.兩組學生在數學學習態度量表上，達顯著差異，其中實驗組的學習習慣和學習欲望等向度上的表現更為顯著；3.兩組學生在後設認知量表測驗上，沒有顯著的差異，但實驗組在自我評鑑和自我監控的向度上，則優於控制組；4.多數學生對本研究所設計的數學寫作單教學，持正面評價，認為能夠幫助學習、增進學習數學的信心。 最後，研究者對整合數學寫作與心智繪圖做為教學策略，應用在數學學習的教學上以及所做深入的研究提出個人的建議，供教育界相關人士的參考。 The main purpose of this research is to study the effects on the integration of Mathematical Writing and Mind-mapping as a teaching strategy applying the unit of triangle''s three hearts onto junior high school''s math course. Hoping that through the application of this teaching strategy of mathematical writing and mind mapping activities to inspire students’ reflection, self-analysis, or personal statement of activities in order enhance their better and easier understanding and thinking of mathematical properties, therefore be able to effectively remembering to apply mathematical concepts and theorems.
The non-equivalent-groups pretest-posttest design was used in this study and the subjects were 9th graders from two classes in the junior high school, Taoyuan County Taiwan. Experimental instruction lasting six weeks was implemented on the experiment group, which includes 36 students who were instructed in the integration of Mathematical Writing and Mind-mapping as a teaching strategy; and the other one was the control group of 36 students as well, who were instructed in normal pattern. The data obtained were analyzed by one-way ANCOVA . The instruction for this experiment and analysis of covariance were conducted to test whether there were significant differences between the experiment group and the control group in terms of their mathematical learning achievement, mathematical learning attitude and metacognition of mathematical learning. Furthermore, the statistics of percentage were carried out by the content of mathematical writing sheet, mathematics learning experience questionnaires from experiment group students.
The results show that: 1. There are no significant differences between the two groups in terms of pre-test and post-test mathematical learning achievement ; 2. The statistical analysis shows a significant difference between the two groups in terms of pre-test and post-test mathematical learning attitude, and the experiment group students performed better in “learning habit” and “learning desire” ; 3. There are no significant differences between the two groups in terms of pre-test and post-test mathematical learning metacognition, but the experiment group students performed better in “self-evaluation” and “self-monitoring”; 4. Most students have a positive view on mathematical writing sheet, believing that it can help their learning; increase confidence in math learning that improve students'' metacognitive ability.
Finally, the researcher brings up personal suggestions on the integration of Mathematical Writing and Mind-mapping as a teaching strategy and the outcomes on further research as references for those who are engaged in the field of education.