本研究探討國小二年級學生使用猜擬題系統與活動後，對學生數學文字題之理解題意、算式、以及計算和擬題等的影響。在本研究中，研究者設計「猜擬題」系統進行猜擬題活動，活動流程為學生學習概念、個人解題、個人擬題、組內互解、小組擬題、老師評小組題目，透過此流程提升學生在數學文字題的理解題意、算式與計算能力。 在研究工具部分，研究者透過系統解題資料、擬題資料、活動問卷與訪談等方式，觀察學生在數學文字題的解題能力及個人、小組擬題在擬題品質與猜題表現的差異。研究結果發現：(1)在解題能力方面：學生經過擬題活動後，對於解題能力之理解題意、算式、計算皆有所提升；(2)在擬題品質與猜題表現分析方面：小組擬題之擬題品質與猜題表現皆優於個別擬題；(3)學生的解題能力與擬題品質有正相關；(4)專家評分擬題品質與自評有相關，學生自評擬題題目越準確，擬題品質則越好；(5)透過瞭解學生對於該活動及系統的使用感想，可知學生認為透過猜擬題系統對於學習數學有幫助。此外，與同學討論並共同擬題可以產生更多建議與想法，並在題目中增加創意與特色。;This study discusses the effects of comprehension of word problems, formula, calculation and problem posing by the second-grade students of “Guess-Problem-Posing” activity. The researcher designed a system which called “Guess-Problem-Posing” to conduct the activity in this research. The process in this activity are including: (1) students learn the concept of mathematics; (2) personal problem solving; (3) personal posing problem; (4) group problem solving;(5) group posing problem, and (6) teacher scoring the problem of group. The purpose of this activity is improving the skills of student′s comprehension of word problems, formula and calculation. In the research instruments, the researcher collect students’ data by word problem solving test, word problem posing assessment, system activity questionnaire, and interview. The aim of this study is to observe students’ problem solving skill and the difference with problem posing quality and guess problem performance between personal and group. The results show that: (1) After the activity of problem posing, the skills in comprehension of word problems, formula, and calculation have been improved. (2) The quality of group problem posing and group problem guessing is better than personal. (3) The student′s problem solving skill is positive correlation with the quality of problem posing. (4) The quality of expert scoring questions is related to the self-assessment of students. The more accurate the self-assessment of students, the better the quality of the questions. (5) The “Guess-Problem-Posing” system can help students learning mathematics by system activity questionnaire and interview. Moreover, discussing with peer and collaborative problem posing can give students more feedbacks and ideas for them.
