探討國小師資培育生，提升學生數學創造力之教學活動設計

A study of the instructional design that may enhance mathematical creativity by elementary school prospective teachers

本研究旨在探討三名國小師資培育生A、B、C依國小五上數學面積單元所設計之能提升學生數學創造力的教學活動及設計理由所含面向。研究結果顯示：本研究之三位國小師資生的設計普遍偏重於任務特徵面向，對認知需求面向的設計較少。於設計理由方面，三位國小師資生之設計理由不盡相同，在任務特徵、認知需求和情感議題方面皆有提及。

The purpose of this study was to investigate the instructional design of area unit in fifthgrade that may enhance students' mathematical creativity developed by three elementary school prospective teachers A, B and C. The results of this study were as the following: The instructional designs developed by the three prospective teachers put more emphasis on task features and less on cognitive demands. Their reasons for designs were not exactly the same, which involved task features, cognitive demands and affective issues.