| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === The purposes of the study were to implement inquiry-based mathematics teaching on into a 10th grade commerce class through action research, and to investigate the difficulties and solutions encountered by teachers in the implementation process, the students’ mathematics learning achievement and the students’ mathematics learning motivation. The participants were from two commerce classes. One class with thirty-eight 10th grade students taught by the researcher was the experimental group. The other class with forty 10th grade students taught by another teacher who has the similar teaching years with the researcher, and implemented traditional lecture was the control group. The data collection included quantitative data which contained students’ achievements from three school examinations and the Scale of Mathematics Learning Motivation, and qualitative data which were obtained by the inquiry teaching work sheets, the student reflection questionnaires, teaching diaries and informal interviews.
The results found that through the two-cycle action research of implementing inquiry-based mathematics teaching, the researcher was able to face the problems including lack of knowledge of inquiry teaching, inappropriate design of work sheets, and weak ability of classroom management. However, these difficulties could be overcome through communicating with students, changing ways of proposing questions in work sheets, and systematically creating a good learning environment. The results found that inquiry-based mathematics teaching would improve students’ learning achievement more than traditional teaching. Although students’ mathematics learning motivation declined after the implementation of more than two months, it raised and exceed the original level after the fifth month. In particular, the improvement of learning environment incentives was significant.
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