2007．第16卷第1期（Vol. 16 No. 1）．pp. 133–146
把數學史引入小一數學教學之實踐與反思
Introducing Mathematics History Into Primary One Mathematics Teaching – Implementation and Reflection
潘思敏（Jenny Sze-Man POON）
摘要
本研究旨在透過教學實踐與反思，探討「把數學史引入小一數學教學」的實驗與成效。其中的試教對日後類似的教學有啟示作用。研究在一班小一數學課中進行，並透過課堂觀察及訪談等收集資料。結果顯示學生對教學感興趣，從中學會欣賞古人對數學的貢獻，教學同時改變了學生的數學觀。研究者建議教師把數學史引入數學教學時需要：一、訂立明確的教學目標；二、根據學生的能力和興趣選取數學史料；三、發揮教師的專業自主。最後，文章鼓勵數學教師重新思考自己的角色，激發學生對數學的熱情與追求。
關鍵詞：數學史；數學教學；數學觀
Abstract
The aim of the present study is to investigate the implementation and effectiveness of introducing the history of mathematics into Primary One mathematics teaching through practice and reflection. The trial experiment provides us with inspiration for future similar teaching projects. A study was conducted in a Primary One class and relevant research data were collected through classroom observation and interviews. Analyses of data reveal that students showed interest in the history introduced and appreciated the contribution of our forefathers to mathematics. Such teaching also changed students' conception of mathematics. The following suggestions were made for future similar teaching projects: (1) to have a clear learning objective, (2) history material to be selected in accordance with students' ability and interest, and (3) the teacher should exercise his/her professional autonomy. Finally, teachers should be encouraged to re-think their roles to activate students' interest and passion for mathematics learning.