學生的空間測量能力及教科書的面積與體積教材之探討

Study of Students' Spatial Measurement Competence and Textbook Units of Area and Volume Measurements

本研究使用文獻分析法，探討接受九年一貫課程學生在2006～2018年數學學力檢測的空間測量解題能力。同時，分析依據九年一貫課程綱要發展的教科書之面積、體積（含容積）單元的教學問題編製情形。研究結果發現：學生在面積與體／容積測量及測量估測表現不理想；於解決需應用測量的概念與程序性知識以推理思考的應用解題類型問題，學生的解題能力遜於解決概念理解及程序執行類型問題的能力。教科書的面積與體／容積教材提供充分的圖示表徵，惟偏重測量單位知識及程序執行的問題，應用解題性質的問題較少，而且測量估測問題寡少。依據研究結果，針對培養學生測量知能與強化應用解題能力，提出未來課程發展建議。

This study employed document analysis to investigate the mathematics ability of students who received the mathematics curricula based on the Guidelines for the Grade 1-9 Curriculum. The focus was on spatial measurements examined by using two large-scale assessments of mathematics ability in elementary school students; the assessments were held from 2006 to 2018 in Taiwan. Moreover, content analysis was conducted for analyzing types of mathematical problems provided in the units of area and volume measurement of mathematics textbooks. The results demonstrated that elementary school students were weak in the areas of area and volume measurements and measurement estimation. Students' ability to solve the type of problems that demanded problem-solving competence was poorer than their ability to solve problems that required conceptual understanding or procedural process skills. Although the textbook units provided sufficient figures and representations for illustrations, they contained more problems demanding conceptual understanding and procedural process skills than problems demanding problem-solving competence. To develop students' knowledge of spatial measurement and improve their problem-solving competence, suggestions on spatial measurements are provided for future textbook development on the basis of the results.