本研究針對高雄某國中二年級學生，共計105位學生進行情境與否測驗題與數學學習動機量表的施測，對應研究目的，研究者主要探討的單元分為三個部分：（1）高低成績學生的數學學習動機。（2）高低成績學生的解題能力。（3）高低成績學生學生的解題歷程。資料蒐集包括105位學生填答的學習動機量表與情境與否測驗題；以及20位成績的訪談。資料經過SPSS的t檢定分析以及質性分析後，結果有以下發現（1）在學習動機方面，低成績學生在數學學習動機量表-自我效能、主動學習策略、表現目標導向、科學學習價值、成就目標、學習環境誘因等六個向度中的數學價值在情境中的得分顯著高於無情境中得分；另外，低成績學生在情境題得分有顯著高於無情境題，但學生在情境與否測驗題的表現上是在無情境表現較佳。（2）在解題能力方面，學生的錯誤類型依Polya的四階段分類，可以發現學生若了解題目則多半能進展到執行計畫、回顧；反之，則在擬定計畫階段就呈現放棄或胡亂猜測的狀態。而另一方面，高成就學生和低成就學生在無情境題的能力皆顯著高於有情境的題目。高成就學生在解題順序上，先進行情境題在進行無情題的部分有顯著提升。（3）在解題歷程方面，低成績學生受導師影響最甚，學生的解題歷程也多為課堂之所學，而高成績學生則是多嘗試自己做答，解題歷程則依照個人的表現不同而在階段上有所差異，高表現的學生多半能達到反思的階段，而低表現得學生則在執行階段就產生問題。
綜合上述結果，研究者建議對於高低成績的學生宜採不同的數學題目，並將課堂練習的題目生活化，透過日常生活的解題經驗帶動學生的學習興趣，待深刻體會該題情境後再予以無情境的題目類型進行操作演練。

　　In this study the investigator administered two tests to 105 grade eight students in Kaohsiung: Math Test With/Without Context; and, Learning-Motivation-Scale. The purposes are three：（1）Learning-Motivation of students with performance in School Math (High group versus Low Group)（2）problem-solving ability of students with performance in School Math (High group versus Low Group)（3）problem-solving process of students with performance in School Math (High group versus Low Group). Finally, the investigator also conducted interviews to 20 students. After conducting t-test by SPSS there are three findings. First, according to Learning-Motivation-Scale measures, those who scored low in school math performed better in problems with contexts and in all 6 dimensions of this scale. For those who scored low in school math, they performed better in solving problem with contexts than without contexts; but students who completed Math Test With/Without Context, were found to perform much better in problems without contexts. Second, according to problem-solving ability, student’s mistakes were analyzed using Polya’s four stage categorization (Understand, Plan, Carry Out, and Look Back); students who understand the problem would enter Carry Out and Look Back stages. If not, they quit at Plan stage or just guess. Also, both groups of students who scored high or low in Math Test With/Without Context performed better in problems without context then in problems with contexts. Students who scored high in Math Test With/Without Context when solved problems With Context then Without Context would improve in scores). Third, problem-solving process, students who scored low in Math Test With/Without Context used strategies taught by teachers whereas students who scored high would try own methods. In all, the investigators recommended teachers to use different problem sets for students with different ability levels; and prepare exercise sheets with real life problems, thus making problem solving interesting through real life problems. After students understand problems with a context they can go to do practice in problems without a context.

論文審定書 i
致謝 ii
摘要 iii
Abstract iv
目錄 vi
圖目錄 viii
表目錄 x

第一章 緒論 1
　第一節 研究動機 1
　第二節 研究目的 3
　第三節 待答問題 3
　第四節 名詞解釋 3
第二章　文獻探討 4
　第一節 數學解題及其研究 4
　第二節 情境題 6
　第三節 解題策略及解題能力的評量模式 10
　第四節 數學解題-學習動機量表 15
　第五節 訪談法與團體訪談 16
　第六節 相似研究比較 17
第三章 研究方法 20
　第一節 研究架構 20
　第二節 研究樣本 20
　第三節 研究工具 22
　第四節 研究步驟 31
　第五節 資料分析 32
　第六節 前導研究 38
第四章 研究結果與分析 40
　第一節 分析數學學習動機量表以理解學生的解題動機 40
　第二節 分析情境和無情境試題以理解解題能力 44
　第三節 訪談原案的解題歷程 60
第五章 結論與建議 83
　第一節 結論 83
　第二節 建議 84
　第三節 研究者回顧與省思 84
參考文獻 86
　（一）中文文獻 86
　（二）英文文獻 88
　附錄A 情境與否測驗題-情境題 92
　附錄B 情境與否測驗題-無情境題 96
　附錄C 數學學習動機問卷 99
　附錄D 訪談大綱以及個人資料 101

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