本研究旨在探討目前臺灣學術界關於數學史研究、數學史融入教學的現況、發展趨勢及對數學史教學研 究的啟示。本研究係以內容分析法進行，針對1992 年至2017 年間143 篇碩博士學位論文，從論文數量 變化趨勢、研究主題、研究方法及數學史融入教學的單元等角度切入。結果顯示，純數學史的研究中，以探討中國古代數學的篇數過半為最多，而歐洲國家數學史最少。亞洲區域除了中國外，也對朝鮮及日本等 地區的數學史進行相關研究。以教育階段區分，數學史融入教學的研究數量以國小與國中階段最多，高中次之，高職最少。不過數學史融入教學的單元佔比卻呈現相反趨勢。在研究方法方面，以質性研究的比例最高，除了行動研究與準實驗研究外，問卷和訪談是最主要的研究工具。本研究也針對未來數學史融入教學的方向提出一些建議。

The purpose of this study was to investigate the current state, trend, and revelation of Taiwan’s theses and dissertations in the field of HPM. This study adopted content analysis approach. By investigating 143 theses and dissertations ranging from 1992 to 2017, the study conducted a holistic analysis in terms of the trend in the change of quantity, research topics, methodologies, and HPM-integrated lessons. The result reveals that, regarding the study of ancient mathematics, over one half of the studies focused on Chinese context, while Europe context attracted the least attention. Beside of the ancient Chinese mathematics, Korean and Japanese mathematics were also investigated. As of the HPM-integrated lessons, the elementary and junior high school levels have the highest percentage followed by the high school level, and senior vocational school received the least attention. However, the ratio of the HPMintegrated lessons to the textbook lessons appears an opposite trend. Qualitative studies outnumbered the quantitative ones in these theses and dissertations. Beside of action research and quasi-experimental studies, questionnaires and interviews are the main instruments. The present study recommends several issues for future HPM researches.

HPM; 數學史; 數學教育; 學位論文

HPM; history of mathematics; mathematics education; degree thesis