數學史融入數學教學─以高中第三冊第一章「三角」為例

• Main Author: 江炳宏
• Other Authors: 洪萬生
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/k5mvbj

碩士 === 國立臺灣師範大學 === 數學系 === 107 === The present study aims to investigate whetherintegrating history of mathematics into math pedagogy can promote students’ learning attitudes of learning mathematics. Based on the contents of triangleof teaching syllabus which is in Chapter One, Book Three of Senior High Mathematics, the researcher designed three History and Pedagogy of Mathematics (HPM) teaching plans that were presented in thematic units. In order to achieve the research goals, this study applied active research, completed class observation, collected students’ feedback through learning sheets, interviewed the participants, took teacher’s reflection and constantly adjusted the direction of teaching plans. The subjects (N = 83) were the researcher’s 11-grade students who were divided into 2 classes. The researcher deeply and broadly integrated 3 HPM thematic units into six-hour teaching activities. The research tools included Mathematics Attitude Scale, Learning Sheet of Teaching Activities, and the records of student interview. The researcher statistically analyzed and quantitatively interpreted the collected data. The results reveal that integrating HPM into teaching activities do not only change the participants’ mathematics-learning attitudes, but encourage their learning affection. In addition, if the instructors can present the processes mathematicians create theories when they design teaching plans, they can increase participants’ levels of recognition. In this study, the researcher learns 2 important reflections. Since the different math achievement between the students of two classes is very huge, the difference between students’ feedback is also very great. Through the reflection of active research, the researcher finds that even applying HPM into teaching activities, the instructors should take students’ start-behavior into their consideration. Meanwhile, they have to adjust the content of their teaching activities to promote students’ learning effects of both recognition and affection aspects. Key words: HPM. Active research, attitudes of mathematics learning