本研究之目的乃在探討擬題教學融入因數和倍數情境教學之設計，及不同數學程度之學生在數學擬題前後之因數與倍數概念層次變化情形。 研究者以本身任教的國小五年級為研究對象，以質性分析為主，進行不等組的準實驗設計之行動研究。透過撲克牌的情境遊戲活動及擬題教學融入因數與倍數的單元教學，以學生擬題作品、遊戲學習單、學生訪談、與教師反省記錄單等質性資料分析，因數與倍數學後後測之量化統計分析，探討學生對因數與倍數概念層次之變化。研究發現如下:一、學生的擬題作品類型適中的最多二、學生對公因數的文字解題表現較差三、學生解題錯誤最大的因素是忽視目的條件與理解不足 最後基於研究發現，本研究提出對後續研究的建議，以做為未相關研究之參考。 The purpose of this study is to investigate the integration problem posing teaching situational divisors and multiples of teaching design, and different levels of math problems in math before and after the proposed conceptual level divisors and multiple changes in circumstances. The research target group is the researcher’s own teaching fifth grade and the method is using a qualitative analysis of the main group for the quasi-experimental design ranging from Action Research. It is to use poker games, activities and proposed integration factor and multiple instruction issue unit teaching, student-setters work, games worksheets, student interviews, and teacher reflect on record sheets and other qualitative data analysis, mathematical factor and fold after posttest quantitative statistical analysis to explore students' factor and multiple changes in the conceptual level. The research findings are as follows:1. A student's type of work to be moderate at most questions.2. The students' problem-solving common divisor text poor performance.3. The biggest divisors in student problem solving is to ignore the error condition and lack of understanding of the purpose.Finally, based on the research findings, this study proposes recommendations for follow-up studies, to serve as a reference is not relevant research.
