國家教育研究院

　　本研究是以五年的時間進行研究，研究目的包含擬訂108課綱(national curriculum)數學素養導向之評量架構及標準設定與建置108課綱數學素養導向之評量題庫與長期追蹤資料庫。我國預定108學年度，依照不同教育階段國民小學、國民中學及高級中等學校一年級起)逐年實施「十二年國民基本教育課程」(108課綱)，課程設計、教師教學與學生學習都將根據十二年國民基本教育課程綱要來編製、教授與學習，以達成教學目標，但要如何檢驗學生學習成果與教師教學成效是否有達成教學目標，則有賴有效的評量。本研究探討符合107課綱之需求下，以素養為核心之數學領域課程綱要如何轉換成評量架構，以檢視學習成效? 數學素養導向的評量應如何設計，才能有效評量數學素養?數學素養導向的標準應如何設定，才能反應不同層級的數學素養? 本研究透過97課綱與108新課綱兩群學生學力表現的長期追蹤與比較，評估新課綱實施之成效，了解新舊課綱的中小學生在數學素養的學力表現，以做為下一次數學課綱修訂的實證依據。

　　This study is a five-year research project which aims to draft the standard setting and assessment framework based on the mathematic core competence for the 2019 National Curriculum, and to build a database for longitudinal study. The 2019 Curriculum, which serves as guideline for the 12-year Compulsory Education program, is to be implemented in the fall of 2019, starting with first-graders in primary schools, junior high schools, and high schools. Until then, course design, school teaching and student learning will all be censored to conform to the 2019 Curriculum in effort to achieve its academic goal, but concerns for effective evaluation of school teaching and student learning will eventually come down to a reliable assessment. This study focuses on exploring how the core competence in mathematics as required in the 2019 Curriculum could be transformed into an assessment framework so as to examine learning gains, how such assessment for mathematic core competence should be constructed to gauge the core competence in its abstract form, and, lastly, how the standard of mathematical core competence ought to be set to discern stratified level of mathematical competence. In order to evaluate the performance of the 2019 Curriculum in mathematics literacy, the longitudinal study is applied to the two group students, one group is based on the old national curriculum context, and one group is based on the 2019 curriculum context. The results of this research will guide the next circle reform on curriculum.