本研究以動機發展的自我系統模式(the Self-system Model of Motivational Development, SSMMD) 為理論基礎，探究對於數學素養影響因素的模式。探討教室情境中情境脈絡：數學 教師的探究論證教學、自我因素：數學自我效能、行動因素：數學投入，及結果因素：數 學素養間之關係，並修正模型加入數學焦慮的調節變項。本研究利用PISA 2022臺灣資料 的5,857位學生資料作為分析，樣本具有代表性，從這資料來分析影響學生數學素養的因 素，有其意義與價值。統計分析方法採用結構方程模式分析，研究發現，第一，教師的探 究論證教學對數學素養有負面影響。第二，探究論證教學可以透過數學自我效能的中介對 數學投入有間接影響。第三，探究論證教學可以透過數學自我效能，再透過數學投入的中 介對數學素養有間接影響。第四，數學焦慮在探究論證教學與數學素養的關係間扮演著負 向的調節效果。根據以上分析結果，提出相對應的實務及未來研究建議。本研究的探究 論證教學與數學素養符合108課綱的教育理念，並且利用大型資料庫來檢證理論模式的關 係，所獲得的分析結果將對於臺灣在推動108課綱及數學教育上有豐富的貢獻

Based on the theory of the self-system model of motivational development (SSMMD), factors in mathematical literacy were explored in this study. The relations among context in classroom situation of math teachers’ inquiry-driven argumentation teaching, ego factor of math self-efficacy, action factor of engagement in math, and result factor of mathematical literacy were discussed, and mathematical anxiety was added in the correction model as the moderator. 5,857 students in PISA 2022 Taiwan data were used for the analyses. Such samples showed the representativeness that using such data to analyzed factors in students’ mathematical literacy reveals the meaning and value. Structural equation modeling was applied to the statistical analyses. The research findings showed that 1.teachers’ inquiry-driven argumentation teaching presented negative effects on mathematical literacy, 2.inquiry-driven argumentation teaching could indirectly affected engagement in math through the mediation of math self-efficacy, 3.inquiry-driven argumentation teaching could indirectly affected mathematical literacy throughmath self-efficacy and the mediation of engagement in math, and 4.mathematical anxiety played negative moderating effected on the relations between inquiry-driven argumentation teaching and mathematical literacy. According to above analyses, corresponding practice and suggestions for future studies were proposed. Inquiry-driven argumentation teaching and mathematical literacy in this study match the educational philosophy of 108 curriculum guidelines, and big database was utilized for testing the theoretical model that the analysis resulted reveal rich contributions to the promotion of 108 curriculum guidelines and math education in Taiwan.

探究論證教學、數學自我效能、數學投入、數學素養、數學焦慮

inquiry-driven argumentation teaching, math self-efficacy, engagement in math, mathematical literacy, mathematical anxiety