執行功能訓練融入數學課程對國小學童執行功能、數學創造力及數學學習表現之效果研究

Abstract

本研究探討執行功能訓練融入數學課程對國小六年級學童的執行功能、創造性思考、數學學習表現之提升效果。本研究以不等組前後測之準實驗進行研究，研究對象為臺北市國小六年級學童，研究組別分兩組，一組為實驗組，共27人，以每週五節課，進行連續四週的執行功能融入數學課程教學。一組為對照組，共28人，採取一般數學教學。研究工具為「Switch Simon Task」平板測驗、「數學創造思考測驗」、學校期中期末評量。本研究以單因子共變數分析、二因子交互作用統計方法檢驗研究假設。研究結果發現：執行功能融入數學實驗課程對國小六年級學童的認知轉換有正面提升效果，但數學創造力及數學學習表現無明顯成效。此外，補充分析發現課程對部分數學學習動機有正面提升效果。最後，本研究依據研究結果，針對未來進行執行功能訓練融入數學課程相關研究與實務教學提出建議。This study explores the effect of executive function training integrated into mathematics curriculum on the executive function, creative thinking and mathematics learning performance of sixth-grade elementary school students. This study is a quasi-experimental study with different groups of pre- and post-tests. The subjects of the study are sixth graders in Taipei City Elementary School. The research groups are divided into two groups. Four consecutive weeks of executive function were integrated into the teaching of mathematics courses. One group is the control group, a total of 28 people, who take general mathematics teaching. The research tools are “Switch Simon Task” tablet test, “Mathematical Creative Thinking Test,” and school mid-term and final assessment. In this study, one-factor covariate analysis and two-factor interaction statistical methods were used to test the research hypothesis. The results of the study found that the integration of executive function into the mathematics experiment course has a positive effect on the cognitive transformation of the sixth grade students, but there is no obvious effect on mathematics creativity and mathematics learning performance. In addition, supplementary analysis found that courses have a positive effect on some mathematics learning motivation. Finally, based on the research results, this study puts forward suggestions for future research and practical teaching on the integration of executive function training into mathematics courses.