本研究旨在探討相對於傳統訂正，錯題訂正策略融入國小數學課程之學習成效影響，包括數學學業成就、數學焦慮、數學信心、訂正看法與習慣、數學學習想法以及訂正想法。本研究以臺南市某一所國小六年级共五個班级為樣本(N=107)，採前後測控制組準實驗研究法設計，隨機分配教師錯題訂正實驗組、學生自我錯題訂正實驗組以及傳統訂正對照組，進行為期九週的實驗教學研究（含前後測及訓練課程）。測驗工具包括數學學業成就測驗、PISA數學焦慮量表、TIMSS數學信心量表、訂正看法與習慣問卷以及繪圖問卷。以數學學業成就、數學焦慮、數學信心、訂正看法與習慣資料進行單因子共變數分析以及單因子變異數分析，對數學學習的想法以及對訂正的想法則採用繪圖分析。研究主要發現可以分為兩個部分，量化分析結果為三組學生（教師錯題訂正組、學生自我錯題訂正組、傳統訂正組）在數學學業成就、數學焦慮、數學信心、訂正看法與習慣的消極訂正習慣、訂正看法上沒有顯著差異，積極訂正習慣學生自我錯題訂正組顯著優於教師錯題訂正組以及傳統訂正組，教師錯題訂正組以及傳統訂正組之間沒有顯著差異；繪圖分析結果發現，相較於傳統訂正組，教師錯題訂正組、學生自我錯題訂正組在數學學習想法方面正向態度有所提升。訂正想法方面，教師錯題訂正組、學生自我錯題訂正組相較於傳統訂正組正面態度有所提升，且負面態度降低。學生自我錯題訂正組在數學學習想法方面自主性的提升較教師錯題訂正組以及傳統訂正組多。

This study aims to explore the impact of error correction strategies integrated into elementary school mathematics curriculum on learning outcomes, comparing teacher correction and self-correction to traditional correction methods. The specific areas of focus include mathematical achievement, math anxiety, math confidence, attitudes and habits toward correction, and perspectives on math learning and error correction.The sample consisted of 107 sixth-grade students from five classes at an elementary school in Tainan. A quasi-experimental design with pre- and post-tests was employed, including a control group and experimental groups with randomly assigned teachers and students. The experimental groups included a teacher correction group and a self-correction group, while the control group followed traditional correction methods. The experiment lasted nine weeks, including pre- and post-tests and training sessions. Assessment tools included a Mathematics Achievement Test, PISA Math Anxiety Scale, TIMSS Math Confidence Scale, Attitudes and Habits Toward Correction Questionnaire, and a Drawing Questionnaire.
Data analysis involved one-way ANCOVA and ANOVA on variables such as mathematical achievement, math anxiety, math confidence, and attitudes and habits toward correction. Drawing analysis was used to assess students' thoughts on math learning and error correction. The main findings of the study can be divided into two parts. Quantitative analysis yielded three groups of students (teacher-error correction group, self-error correction group, traditional correction group). There were no significant differences among the groups in terms of mathematical achievement, mathematical anxiety, mathematical confidence, negative attitudes towards correction habits, and correction views. However, students in the self-error correction group demonstrated significantly better correction habits compared to those in the teacher-error correction group and the traditional correction group. There were no significant differences between the teacher-error correction group and the traditional correction group.
Graphical analysis revealed that, compared to the traditional correction group, both the teacher-error correction group and the self-error correction group showed improved positive attitudes towards mathematical learning ideas. Regarding correction views, both the teacher-error correction group and the self-error correction group showed increased positive attitudes and decreased negative attitudes compared to the traditional correction group. The self-error correction group showed greater improvement in autonomy in mathematical learning ideas compared to both the teacher-error correction group and the traditional correction group.

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