本研究的目的是建立一個數學臆測任務融入於課堂實踐下，學生表現的數學創造力評量架構，此架構包含任務本身和學生數學創造力的兩個評分規準，透過檢驗兩個研究問題，來瞭解評分規準的可行性。本研究的數學創造力架構增加精緻性元素並修正自Leikin在2009年編製的評量架構。個案教師將分數乘法臆測任務融入於兩屆五年級班級課堂教學中，在10堂課中使用的兩個臆測任務和兩屆學生表現的個人猜想、小組猜想和全班猜想，是本研究蒐集的主要資料。本研究利用兩個評分規準，分析任務本身的教學目標和學生提出的數學猜想。研究發現臆測任務實踐脈絡下的數學創造力評量架構可以從數學創造力觀點評量不同臆測任務的特性，任務中具有概括性的教學目標，能驅動學生的精緻性思考。學生數學創造力的評分規準，是以猜想的數量、類別、新穎性及概括性作為評量學生在臆測任務表現的流暢性、變通性、原創性及精緻性思考的指標。

The purpose of the study was to construct and examine an assessment framework for measuring mathematical creativity in the use of conjecturing tasks. The assessment framework employed the element of elaboration adapted from Leikin's (2009) framework. Two research questions were investigated in this study. One teacher and the students in her two fifth-grader mathematics classes were the subjects of the study. The tasks and students' individual conjectures, group conjectures, and whole-class conjectures were the main sources of data collected for the study. Two scoring rubrics for the assessment framework were developed and used to evaluate students' cognitive learning outcomes and mathematical creativity. Results showed that researchers were successful in using this framework to evaluate students in various learning tasks from a mathematics creativity perspective. The generalization of an institutional objective is potential to ignite students' thinking of elaboration. The assessment framework revealed students' thinking in fluency, flexibility, originality, and elaboration while performing in conjecturing tasks, counting on the number, category, novelty, and generalization of the conjectures that students proposed in the classroom.

國小學生 ； 評量架構 ； 數學創造力 ； 臆測任務

Primary School Students ； Assessment Framework ； Mathematical Creativity ； Conjecturing Tasks