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| Title: | 擴散性思考、數學問題發現與學業成就的關係
The Relationships Between Divergent Thinking, Mathematical Problem Finding, and Mathematical Achievement |
| Authors: | 邵惠靖
Shao, Hui-Ching |
| Contributors: | 詹志禹
Chan, Chih-Yu
邵惠靖
Shao, Hui-Ching |
| Keywords: | 擴散性思考
數學問題發現
數學學業成就
問題
Divergent Thinking
Mathematical Problem Finding
Mathematical Achievement
A Problem |
| Date: | 2001 |
| Issue Date: | 2016-04-15 16:00:43 (UTC+8) |
| Abstract: | 本研究先藉由文獻分析法瞭解擴散性思考、數學問題發現與數學學業成就三者的內涵，繼而依據它們的內涵並佐以學習、問題解決的角度，建立起三者間關係的假設，並透過實證調查研究法來驗證這些假設。本研究之研究對象為台北縣市五所國中的318位國三學生，研究工具為「新編創造思考測驗」、「數學問題發現測驗」、「第一次數學科基本學力測驗」，並以次數統計、集群分析、相關分析、變異數分析、逐步迴歸分析進行資料分析。本研究主要的研究結果如下：
First, this study probed into the contents of divergent thinking, mathematical problem finding, and mathematical achievement by literature review. Then the researcher made hypotheses of the relationships between divergent thinking, mathematical problem finding, and mathematical achievement based on the contents of them and the views of learning and problem solving, and designed survey research to examine these hypotheses. The subjects were 318 9th grade students from five junior high schools in Taipei county and Taipei city. The data- collection instruments included：(a) New Creativity Test; (b) Mathematical Problem Finding Test; (c) Basic Educational Indicator Tests of Mathematics. After utilizing frequency, cluster analysis, correlation analysis, ANOVA, and stepwise regression, the main results of this investigation are：(a) Students can find problems of all kinds of intellectual products and mathematics. Among them, problems of relations and problems to find were found most and problems of units and classes and problems to prove were found least ; (b) There are individual differences between mathematical problem finding styles; (c) The correlations between divergent thinking and mathematical problem finding are significantly positive; (d) Most of the correlations between divergent thinking and mathematical achievement are significantly positive; (e) The correlations between mathematical problem finding and mathematical achievement are significantly positive; (f) Students who can finds many high-level problems have higher mathematical achievement than those who can not; (g) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the number of problems of mathematical problem finding effectively; (h) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the rarity of problems of mathematical problem finding effectively; (i) Mathematical achievement and fluency of divergent thinking can be used to predict the quality of problems of mathematical problem finding effectively; (j) The quality of problems and the number of problems can be used to predict mathematical achievement effectively. Finally, the researcher brings up some suggestions on mathematical education and the future research. |
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| Description: | 碩士
國立政治大學
教育學系
87152005 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#A2002001079 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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