Development of Mathematical Teaching Materials Integrated with Computational Thinking: Taking the Mathematical Rectangular Coordinate System Lesson as an Example

開發運算思維結合數學教材：以數學直角坐標平面課程為例

Yi-Jin Ju(朱怡瑾)；Cheng-Hsuan Li(李政軒)；Pei-Chen Wu(鄔珮甄)；Pei-Jyun Hsieh(謝佩鈞)

Computational Thinking ； Mathematical Ability ； Rectangular Coordinate System Lesson ； Teaching Material ； 直角坐標平面課程 ； 教學教材 ； 運算思維 ； 數學能力

測驗學刊

71卷3期（2024 / 09 / 30）

363 - 391

英文;繁體中文

Computational thinking (CT) encompasses essential skills such as abstraction, modeling, modularization, reusability, iteration, and optimization, which have a solid connect ion to mathematical thinking. In response, a study developed three mathematics textbook units focused on the rectangular coordinate system and integrated computational thinking into the curriculum. The objective was to investigate whether incorporating computational thinking in math classes could enhance students' learning outcomes for both computational thinking and mathematics courses. To facilitate the study, specific coding blocks related to mathematics were created, including coding blocks for calculating the triangle area and moving from one position to another. Students were required to combine CT and mathematical ability (MA) to solve given math problems. The study's findings show that students achieved similar learning outcomes through traditional teaching methods and the Computational Thinking×Mathematical Education courses. The effect sizes of CT ability and MA for the experimental group were medium, while the MA of the control group also had a medium effect size. Notably, the experimental group's effect size surpassed that of the control group. Regarding student feedback, a more significant number of students preferred the Computational Thinking×Mathematical Education course, as they found it innovative and engaging.

運算思維（CT）涵蓋了抽象、建模、模組化、再用、迭代和優化等重要技能，與數學思維有著密切關聯。因此，本研究開發了三個數學教材單元，重點放在直角坐標平面上，並將運算思維融入課程中。研究目標是探究將運算思維納入數學課堂是否能提升學生在運算思維和數學課程方面的學習成果。為了便於研究，創建了與數學相關的特定編碼模塊，包括計算三角形面積和從一個位置移動到另一個位置的編碼模塊。學生需要結合運算思維和數學能力（MA）來解決所給予的數學問題。研究結果顯示，學生透過傳統教學方法和「運算思維×數學教育」課程實現了類似的學習成果。實驗組的CT能力和MA的效果量達到中度，而對照組的MA效果量也是中度。值得注意的是，實驗組的效應大小超過了對照組。關於學生反饋，更多學生偏好「運算思維×數學教育」課程，因為他們覺得這種課程創新且引人入勝。