| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 95 === The study was to investigate the effects of mathematical writing activities designed by the researcher. The main purposes were as following.
1. To investigate the effects of mathematical writing activities on junior high students’ mathematics achievement.
2.To explore the effects of mathematical writing activities on junior high students’ mathematics attitude.
3.To compare the effects of mathematical writing activities on mathematical writing attitude of the students of different mathematical abilities.
4.To analyze the benefits of mathematical writing on students of different mathematical abilities.
5.To describe the problems in doing mathematical writing activities and the solutions as reference resources of further research and teaching application.
“The nonequivalent-groups pretest-posttest design” was used in this study and the subjects were 66 9th graders from two classes at Ren-shan Junior High School in Yi-lan County. The treatment group consisted of 33 subjects take curriculum with mathematical writing activities and the control group consisted of 33 subjects take curriculum with the regular mathematical curriculum. Both classes were taught by the researcher for 14 weeks. The researcher used one way analysis of variance to test Hypothesis 1 and Hypothesis 2. Besides, F-test was carried out to the close-ended questions in the mathematical writing attitude questionnaires done by the treatment group to test Hypothesis 3. The statistics of percentage and causality induction were carried out to the open-ended questions. At last, the benefits of mathematical writing on students of different mathematical abilities and the problems and solutions in doing mathematical writing activities were analyzed. The important results of this study were as following：
1.There was no significant difference on the scores of the mathematics achievement tests between the two groups.
2.There was no significant difference on mathematics attitude scale between the two groups.
3.The analysis of students of different mathematical abilities in doing mathematical writing activities was as following.
（1）There was a significant difference on the scores of close-ended questions. The students of high-level mathematical abilities were superior to the students of low-level mathematical abilities.
（2）As answering the open-ended questions, the treatment group holds positive attitude toward mathematical writing activities and considers that mathematical writing can improve mathematical grades.
4.The benefits of mathematical writing on students of different mathematical abilities.
（1）The students of high-level mathematical abilities get the greatest benefits in doing all kinds of mathematical writing activities. The students of medium and low-level mathematical abilities were in the next place.
（2）As to the learning methods, the students of medium and low-level mathematical abilities learn to solve questions mainly by discussing them with classmates. The students of high-level mathematical abilities learn to solve questions mainly by doing similar exercises, asking teachers, discussing them with classmates and learning at class.
5.The problems confronted by the researcher in doing mathematical writing activities were the increasing amount of assignments, the difficulty in time management, some students’ problems in doing mathematical writing activities, some students’ inadaptability to the teaching methods with mathematical writing activities and the increasing amount of teachers’ tasks.
The author offered some solutions to those problems.
At last, according to the results of the study, the researcher made some suggestions as reference resources of the effects of mathematical writing activities on mathematics education in junior high school and the further research.
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