本研究旨在探討課室中教師配合教學應用動態幾何軟體以呈現不同型態之視覺表徵對於國中學生數學學習成就與數學學習態度之影響，並進一步瞭解個人視覺化能力與測量階段對於國中學生學習成效之交互影響情形，以及動態多重表徵對於學生在學習幾何的過程中所產生的影響。
本研究採不等組前後測準實驗研究法，以安南國中二年級二個班級共73位學生為正式實驗的研究對象，實驗教學所使用之軟體為Geometer’s Sketchpad(GSP)，實驗組為利用並發揮GSP動態幾何軟體之動態視覺化特性與潛能進行數學幾何教學之「動態多重」視覺表徵組；控制組則為以電腦做為靜態呈現幾何教材之工具而進行之「靜態多重」視覺表徵組。正式教學實驗為兩週共12節課，每節課45分鐘。此外，為更深入瞭解動態多重表徵對於學生在學習幾何的過程中（包括觀念理解、公式記憶與解題的思考策略）所產生的影響，針對動態多重表徵組之學生，每週進度結束後各進行一次訪談並針對學習歷程之學習單進行分析。
本研究研究工具包括視覺化能力測驗、數學態度量表、幾何單元成就測驗、半結構式訪談大綱與學習單。資料分析結果如下。
一、在數學學習成就方面，高視覺化能力的學生明顯適合於動態多重表徵的學習環境，且明顯不適合於靜態多重表徵的學習環境；低視覺化能力的學生明顯適合於靜態多重表徵組的學習環境。
二、在數學學習態度方面，低視覺化能力學生顯著適合於靜態多重表徵組的學習環境，而顯著不適合於動態多重表徵組的學習環境。經由教學實驗之後，所有學生在數學學習態度上皆有顯著提升。
三、動態多重表徵的學習環境有助於學生深入理解幾何觀念，快速記憶幾何觀念且具延宕效果，提供有效的解題策略，強烈吸引學生的注意力，同時改變學生對於數學只有「靜態」的看法，提高學習數學的興趣。

This research aimed to investigate the effects of two different types of visual representations (i.e., dynamic multiple representations and static multiple representations) on junior high school students’ academic performance on Geometry and attitudes towards Mathematics. This research further examined how individual’s visualization ability and measure times interactively influenced participants’ learning outcomes. Finally, this research explored the effects dynamic multiple representations enabled by dynamic geometry software (i.e., The Geometer’s Sketchpad, GSP ) had on students while learning geometry.
An unequal-group pre-post test quasi-experimental research method was adopted. 73 eighth-grade students in two classes from Tainan Municipal An-Nan Junior High School participated in the actual study. The experimental group (i.e., dynamic multiple representations group) received instruction highlighting on the various characteristics and potential of GSP while the control group (i.e., static multiple representations) was instructed in an environment where the computer merely served as a tool to statically present geometry materials. The study took place in twelve 45-minute instructional sessions in about two weeks. During the two-week experimental time, purposively selected students from the experimental group were interviewed by the researcher at the end of each week so as to understand the effects dynamic multiple representations had upon students while learning geometry, including their conceptual understanding, formula memorization, and thinking strategies involved in solving problems.
The instruments used in this study included Visualization Ability Assessment, Attitude toward Learning Mathematics Scale, posttest on geometry, semi-structured interview outline and worksheets. The results of this study were as follows:
1. In terms of academic achievement, students with high visualization ability were significantly suitable in the environment of dynamic multiple representations, but were not suitable in the environment of static multiple representations where students with low visualization ability were significantly suitable in the static multiple representations condition.
2. In terms of attitude toward mathematics, students with low visualization ability were significantly suitable in the environment of static multiple representations, but were not suitable in the dynamic multiple representations condition. All students improved their attitude toward mathematics after the study.
3. Integration of dynamic multiple representations while learning geometry helped students comprehend geometry concepts more deeply, and memorize geometry concepts more quickly and with delayed effect. Dynamic multiple representations also provided students with effective strategies for solving problems, strongly attracted their attention, changed their views that mathematics is merely “static,” and increased their interests in mathematics.

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