數學開放性問題和平行任務的設計：處理數學學習差異的一種途徑

普及教育推行以來，處理課堂中學生的學習差異一直是一個世界性的課題。在數學科，按照數學問題或習題的難度進行分層教學是一貫的做法，期望不同能力的學生逐階而上。然而，激發學生的數學思考，提供不同學生更多的學習機會，是處理差異化教學的關鍵。在面對混合能力的大班教學中，運用數學開放問題，結合平行練習任務進行分層教學或是一條有效的處理學生數學學習差異的途徑。
Since the implementation of universal education, catering for the learning differences in the classroom has been a worldwide issue. Layered instruction in mathematics has usually implemented by the difficulty of mathematics problems or exercises, through which students with different abilities are expected to improve gradually. However, to stimulate students’ mathematical thinking and provide more learning opportunities for all students is the key to conduct differentiated mathematics instruction. In a large and mixed-ability classroom teaching, using open mathematical questions together with parallel practice tasks can be an effective way to cater for students’ mathematical learning differences. Copyright © 2021 人民教育出版社；課程教材研究所.