國中八年級學生在分類思考素養中的數學創造力表現-以金額分類任務為例

Abstract

本研究欲從兩個面向探討國八學生在貼近實際生活情境的分類素養任務中所展現的創造思考表現，其一為PISA所提出之三數學過程（形成、應用以及詮釋和評鑑），其二為創造思考指標（流暢性、變通性與獨創性）。研究樣本採立意抽樣，由4所臺灣國中共32個8年級班級中隨機抽出229位學生參與研究。研究方法為問卷調查法，設計融合素養導向情境的開放式問題，分析學生答案的數量與特質，據以評估其創造思考表現。研究結果顯示，當題目情境設計貼近學生生活，且提問能激發學生創造思考，學生能提出多個適當答案，且其創造思考可能同時連結生活情境脈絡與數學概念兩個方向。研究亦發現，當題目條件或涉及的數學物件增加時，學生的作答表現明顯受限，顯示任務複雜度對創造思考表現具有一定影響。整體而言，在本研究工具所對應的各數學過程任務中，我們發現學生表現皆以流暢性最高、變通性次之，獨創性則相對較低。進一步分析顯示，於流暢性思考，詮釋與形成階段表現最佳，針對變通性思考是詮釋階段最好，針對獨創性思考則是形成階段表現突出。本研究透過LPA將學生依創造思考表現加以分群，進一步分析各群學生的創造思考表現特徵。同時發現，不論是在整體樣本或是分群學生中，男女性別對學生的創造思考表現皆無顯著影響。This study aims to explore the creative thinking performance of eighth-grade students in classification-based mathematical literacy tasks grounded in real-life contexts. Two analytical dimensions were employed: the first is the three mathematical processes proposed by PISA including formulate, apply, and interpret and evaluate; the second comprises three creative thinking indicators including fluency, flexibility, and originality. Using purposive sampling, 229 eighth-grade students were randomly selected from 32 classes across four junior high schools in Taiwan. We adopted a questionnaire survey method, with open-ended items designed based on literacy-oriented real-life situations. Students' responses were analyzed in terms of quantity and qualitative characteristics to evaluate their creative thinking performance. The results indicated that when the task context was closely related to students’ daily lives and the questions were cognitively stimulating, students tended to generate multiple appropriate responses. Moreover, their creative thinking responses often reflected both everyday experiences and mathematical concepts. However, when the tasks became more complex or involved additional mathematical elements, students’ performance was noticeably constrained, suggesting that students’ creative thinking may be constrained by the complexity of the task. Overall, across the mathematical process tasks represented in this study’s instrument, students demonstrated the highest performance in fluency, followed by flexibility, and the lowest in originality. Further analysis revealed that fluency was most evident in the interpret and formulate stages; flexibility was strongest in the interpret stage; and originality was most prominent in the formulate stage.This study also employed Latent Profile Analysis (LPA) to categorize students based on their creative thinking performance and analyze the characteristics of each group. The findings showed that gender had no significant influence on creative thinking performance, either in the overall sample or within subgroups.