分類：科目

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999數學教室裡的另一道風景

有一種風景，它的美不在於賞心悅目的自然景觀，而在於將心比心的人文關懷。信德國小從去年起成立了數學教室「馬思馬迪課室」，這間教室的課堂風景除了邏輯的推理外更充滿了人文的關懷。

自從接任了本縣國教輔導團的專任教學輔導員一職後，一○七學年度開始擔任本校六年級的數學科任，同時學校也騰出了一間教室作為我上數學課的專科教室，我名之為「馬思馬迪課室」(mathematics音譯)，意為「馬上思考馬上啟迪的課室」，一年來我和孩子們在這間數學課室裡互相學習，一起在數學世界裡翻滾跳躍。其間我們經歷了許多的活動，例如在「數學臆測教學」活動中我們不斷透過造例子、看關係、提猜想、最後發現了許多經典的數學想法；在中區輔導員會議裡，我們在眾目睽睽下進行了「柱體邊與面關係」的探究；在大陸特級教師帶有京片子的「數學推理」課程，我們體驗不同以往的學習。這些「曾經」成就了許多美麗的課堂風景。

《其一》

開學初，六年級的數學課程進入「質因數分解」的活動。由於課本的編排是先找出某數的所有因數，再從這些因數中找出質數，然後將這些數字命名為該數的質因數，最後再以連乘的式子寫之而命名為質因數分解。
暑假備課時，我們發現課本的「質因數分解」主要是為了方便孩子們往後以短除法來找兩數的最大公因數及最小公倍數。我和伙伴們覺得課本的編排對學習的需求性並不大，因此我們參考之前數學好好玩的一個活動設計–「方形數的秘密」，改編成「數的分解式」。透過兩人一組的競賽活動，讓孩子們經由活動認識質因數分解。
在進行這個活動時，課室發生了一則頗令人動容小小的故事，主角是小博和小祥，小博是個數學程度很好的孩子，而小祥則在數學的學習上較顯困難。活動進行中，當我經過小博身邊時，他睜著大眼睛召喚我，以發現新大陸般的口吻在我耳邊輕聲的說：「老師，我發現只要圈選質數，對方就沒戲可唱了！」當下我只笑著點點頭。行間巡視再度來到小博身邊，發現小博居然沒有將他的發現運用到競賽活動中，於是我近身的問他：「既然你知道致勝的訣竅，為何不使出大絕招」。語畢，小博帶著微笑，輕聲在我的耳邊說：「如果我這樣做，我的伙伴就沒辦法得分了，一定會感到很挫敗，而且我的伙伴也可能無法從中學習到該有的數學知識，我要必需考慮到他人的感受，所以我沒有這樣做。」多麼令人動容的一段話。這堂課我在感動中完成了教學。最後我想說的是，孩子謝謝你今天幫老師上了一堂課，一堂充滿人文關懷的課程。

《其二》

信德「五月天」很有數學味，來臺進行交流的幾位大陸數學特級教師首站來到我們的信德國小。我用臆測教學法帶著孩子們探究「柱體邊與面關係」，教室觀察那節課主要的活動是個人猜想到小組猜想的階段。在課堂進行中發生了一個小小的插曲，故事是這樣的，在進行小組討論時，小齊同學所提出的所有數學想法，都被同組的同學否決了，他黯然的將所有他寫的數學想法工作單全部放進抽屜中，此時，同組的小睿同學發現了小齊消沉的舉動，所以就對小齊說：「小齊，你的想法被我們否決了，你還好嗎？你知道你那些猜想為什會被反駁嗎？」，小齊悻悻然的回答：「還好，不知道」。由於其他組別還在進行討論，所以小睿就說：「小齊，討論的時間還沒結束，何不把你的想法拿出來，我們一起幫你修改。」於是小齊同學將抽屜的數學想法再次拿出，一一說出自己的不解處。透過小睿和同組同學的合作，小齊的臉上最後露出燦爛的微笑。一句溫暖的話語，一種真心的關懷，讓失意的同學重拾信心笑顏逐開。這又是一堂何等難得的課室風景。

原來數學教室最精彩的演出，不是精準的運算答案；而是細微的人文關懷。

 

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