• 作者： 劉曼麗、侯淑芬
• 作者服務機構： 屏東教育大學數理教育研究所、高雄市十全國民小學
• 中文摘要： 本研究旨在探討四年級數感教學之實踐情形及其成效。根據數感相關文獻與研究報告，以數感成分中的四個元素「了解整數的位值概念與比大小」、「了解運算性質與運算對數的影響」、「分解或合成數以便於運算」和「使用參考值以便於解題」融入國小四年級數學科教學有關整數教材的單元中。研究採準實驗設計，以台灣南部某國民小學一班四年級34名學生為實驗組，另一班33名學生為對照組，分別由該班導師進行數感教學與一般教學。資料收集的方式包括筆試前後測、教學原案轉錄、學習單和訪談。而資料分析的方式包括質性和量性的分析。前後測學習成效的評量工具為自編的「數感能力測驗」和「數學成就測驗」。研究結果顯示藉由生活布題、估測估算活動、遊戲和數學日記等方式能幫助學生發展數感能力。T-考驗結果顯示實驗組數感後測成績顯著高於前測，單因子共變數分析結果也顯示實驗組的數感成績不但顯著高於對照組，在數學成就測驗上亦是。接受訪談的7名不同數感程度學生在教學後其數感均有不錯的發展，尤其是在使用參考值解決心算和估算等問題上。
• 英文摘要： The purpose of this study was to investigate the practice and the effect of integrating number sense into mathematical instruction in the fourth grade. Four components of number sense were included (1) ability to understand the place value and magnitude of numbers, (2)ability to understand mathematical properties and effects of operations, (3)ability to operate numbers by decomposing or recomposing, and (4)ability to operate with benchmarks were applied during solving mathematical problems. The study was a quasi-experimental design with 68 students from 2 classes, one as the experimental group and one as the control group. Data were collected from videotapes, students' work sheets, written tests and interviews. The results revealed that the experimental group students' performance was significantly better not only in number sense ability but also mathematics achievement than the control group students'. In addition, different levels of students' number sense ability was improved, particularly using benchmarks flexibly and effectively.
• 中文關鍵字： 參考值、國小四年級數、感數學科教學
• 英文關鍵字： Benchmark, The Fourth Grades, Number Sense, Mathematics Instruction