文史學生的數學教室：愉悅的體驗旅程

Abstract

本研究替高中數學老師找到較適合文史學生的體驗脈絡的教學立場，老師的任務是帶領學生進行以故事為主軸的體驗旅程，使其能親自體驗數學知識的威力及價值。本文將以向量、虛數、數學歸納法的教案作為示例。

This research project develops a mathematical pedagogy called experience-context stance, which is more appropriate for high school students with humanity tendency. The major task of the teacher is to guide students going through a story or epic telling journey, so that the students can experience, by themselves, the power and value of the learning subject. We also provide three lesson scenarios, which include vector, imaginary number and mathematical induction, to demonstrate this teaching stance.