早期台灣學校的數學教育較偏重在花大量的時間來精熟計算能力，缺乏解釋數學的概念，然而在數學學習的過程中，老師也較無法了解學生對數學概念或題目的想法，也無法給予即時的回饋。 為了提升學生的數學認知能力，研究者希望透過數學寫作的方式增進學生的數學溝通、批判和後設思考等高層次認知能力。因此，本研究提出一套結合先前研究團隊「數學解說員」系統的解釋數學解題活動與「推播機制」及「線上數學討論社群」平台。在社群中引進推播機制來增加學生們參與解釋數學解題活動的動機，藉由分享、發表自己的數學寫作讓其他同學給予意見與評論，增加學生間互動的機會，並讓學生在社群中透過觀看同學們的意見和評論，幫助改善自己對數學題目的解釋，增進對數學概念的理解。本研究以桃園市某國小四年級學生29人為研究對象，探討解釋數學解題活動與線上社群平台的介入其對學生的影響為何，並進行不分組的教學實驗，實驗後以描述性統計分析學生在經過寫作練習與社群交流後寫作作品品質前後的比較及學生使用系統的感受。 研究結果顯示，學生在經過解釋數學解題活動及線上社群平台的討論過後，其寫作作品品質優於首次使用數學寫作系統的作品品質；使用系統的感受經過動機問卷的調查後在其各面向皆為偏向同意的結果。此兩項的結果表示學生在實驗中有較高的意願使用此系統以及對數學寫作的作品品質有明顯的提升。 ;In the early days, the mathematics education in Taiwan schools was more focused on spending a lot of time to master the computing power, lacking the concept of explaining mathematics. However, in the process of mathematics learning, teachers were less able to understand students′ ideas about mathematical concepts or topics and also impossible to give immediate feedback. In order to enhance students′ mathematical cognitive abilities, the researchers hope to enhance students′ high-level cognitive skills such as mathematics communication, criticism and post-consultation by mathematical writing. Therefore, this study proposes a set of explanatory mathematics problem solving activities combined with the previous research team "mathematical commentator" system and "pushing mechanism" and "online math discussion community". Introduce a pushing mechanism in the community to increase the motivation of students to participate in explaining mathematics problem-solving activities. By sharing and publishing their own mathematics writing, other students can give opinions and comments, and increase opportunities for interaction between students and let students help them improve their interpretation of mathematics topics and improve their understanding of mathematical concepts by watching the opinions and comments of students in the community. This study takes 29 students from a fourth-grade school in Taoyuan City as the research object, discusses the influence of explaining the mathematics problem-solving activities and the intervention of online community platform on students, and conducts teaching experiments without grouping. After descriptive statistical analysis Students are compared before and after the writing practice and community communication to compare the quality of the work and the experience of the students using the system. The results of the study show that after the students explained the mathematics problem-solving activities and the online community platform, the quality of their writing works is better than that of the first-time use of the mathematics writing system. The feelings of using the system are investigated through the motivation questionnaire. The results of these two items indicate that students have a higher willingness to use the system in the experiment and a significant improvement in the quality of the work written in mathematics.
