在「數學島」上進行同儕擬題與互教;Collaborative Mathematical Problem-Posing and Teaching in The“Math Island”

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Title:	在「數學島」上進行同儕擬題與互教;Collaborative Mathematical Problem-Posing and Teaching in The“Math Island”
Authors:	陳德懷
Contributors:	學習科技研究中心
Keywords:	數學擬題;趣創者理論;創作環;同儕互教;Mathematical Problem Posing;Interest-Driven Creator Theory;Creation Loop;peer learning by teaching
Date:	2020-12-08
Issue Date:	2020-12-09 10:49:46 (UTC+8)
Publisher:	科技部
Abstract:	「數學擬題」活動讓學生可以透過自己出題目並自我解答，達到深度理解並重新思考已學過的數學概念，即藉由自己以往對於數學的知識以及經驗，重新建構出具有創意跟意義的數學題目。而「同儕互教」活動，促進學生以自己所出的題目與他人互動，並將解題的方式講授給他人，培養學生的數學溝通能力、幫助學生反思、以及釐清數學概念。擬題與同儕互教活動，若能結合數位科技的優勢，提供合適以及易用的線上環境，將有助於學生內化數學概念與提升溝通能力，提升數學學習成效。本計畫採用「趣創者理論」，特別是其中之「創作環」作為設計基礎，將學習與解題（模仿），擬題與自答（結合）和同儕互教（登台）作為本計畫之活動設計。由於前期「數學島」計畫，目前已有251所，1311個班級，總共20099人使用，本計畫將延續「數學島」的基礎，發展一套「同儕擬題與互教」子系統。這種教中學模式，就是讓學生先獲取數學必要概念作為先備知識，而後進行數學擬題，再透過互評與互相教學的合作學習，反思並內化自己學習到的數學概念。本計畫規劃第一年時開發與設計同儕擬題與互教主題內容與系統；第二年接著推動同儕合作數學擬題與互教模式，並持續修正模式；第三年評估同儕數學擬題與互教模式於學生的實施成效與興趣，並且進行推廣至其他學校。 ;"Mathematical problem-posing" is a process in which students pose mathematics problems themselves and solve them by themselves. It is a method of in-depth mathematics learning because students need to combine mathematical knowledge and experience to re-construct a meaningful and appropriate mathematics problem, helping students rethink and understand more thoroughly the mathematical concepts they have learnt before. Learning by peer teaching is a form of collaborative learning, through the communicating process with each other, students re-organize and clarify mathematics concepts. This proposal extends the "Math Island" project. Right now, there are 251 schools with 1,311 classes and a total of 20,099 students using Math Island to learn mathematics. As a sub-system of the Math Island, this project will develop a mathematical problem-posing and peer teaching sub-system for Math Island based on Interest-Driven Creator Theory, especially, the Creation Loop in the theory. This is a three-year project. In the first year, we will design an online mathematical problem-posing, learning by teaching system prototype, and prepare some experimental mathematical materials. In the second year, implementing an experiment with the sub-system and further develop the sub-system with more supporting functions. Finally, in the last year, the effect with mathematical problem-solving, learning by teaching, and interest were evaluated.
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Research Center for Science and Technology for Learning] Research Project

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