本研究主要是探究我國國小學童之數學傳言，並據以瞭解國小學童對數學傳言之看法為何。本研究採用問卷調查法，以桃園縣八所國小五年級各二班共488名學生為研究對象。研究工具則採用自編的國小學童數學傳言問卷，內容包括「教學相關」、「學習相關」、「數學本質」、「數學態度」四個面向。根據資料分析結果，本研究主要發現如下：
（1）學童對教師之教學權威不再如過往般唯命是從，甚而對教師的專業有著挑釁的意味，但又要求教師於講解廣度能涵括所有數學內容。
（2) 學童對學習績效以熟練解題為導向並無明顯偏好，而且在解題技巧也不一定以教師講解為主，同時，在學習情境中能感受公平的氛圍；在數學學習方面，我們可以明顯感受學童解題習慣的改變及強烈的自主意識，有別過往學童對學校教學的全盤接受。
（3）學童非常肯定數學本體的特質，同時，學童也認為數學是人人可學好的，無闗乎個人資質與或性別。
（4）學童認為學習數學並不困難，也能從學習數學中體會趣味與價值。

Abstract
This research focuses on exploring the mathematical myths of elementary school students in Taiwan. Based on the research, we try to understand the elementary school students’ opinions about mathematical myths. This research uses Questionnaire Survey Method and the research objects are the 488 fifth graders from two classes of each eight elementary schools in Taoyuan County. The research tool is self-designed questionnaire which includes four aspects: teaching relative, learning relative, mathematical essence and mathematical attitude. The following is the main discovery according to the data analysis. First, the students aren’t as absolutely obedient to the teacher’s teaching authority as the students in the past times. They even hold provocative implication for the teacher’s proficiency. But at the same time they demand the teaching extent include all the mathematical contents. Second, about the fact that the learning achievement is oriented by the mastery of problem solving, the students don’t show apparent preference. And their problem-solving skill isn’t necessarily based on the teacher’s explanation. Furthermore, they can feel a fair atmosphere in the learning situation. When it comes to learning mathematics, we can obviously feel the change of the students’ problem-solving habit and their strong self-consciousness, which is different from the past students who take total acceptance of school education. Third, the students totally agree with the features of mathematical essence. Also, they think everyone can perform well on mathematics and personal intelligence and sex have nothing to do with the fact. Fourth, the students think learning mathematics isn’t difficult and can experience the fun and value from leaning mathematics.

參考文獻
一中文部份
洪清泉（1981）。中國古代傳說。台北：偉文圖書。
張春興（1988）。教育心理學。台北：東華出版社。
張春興（1989）。數學科教材教法。台北：五南圖書。
袁 珂（1991）。中國神話論。台北：臺灣學生書局。
余民寧（1991）。試題反應理論的介紹-測驗理論的發展趨勢(一)。研習資訊。第8卷，第6期，13-18頁。
林生傳（1994）。教育心理學。台北：五南圖書。
孫名符（1994）。數學教育學原理。台北：建宏書局。
嚴士健（1994）。面向21世纪的中國數學教育。江蘇：江蘇教育出版。
單墫（1994）數學導引輯。新竹市：凡異出版社。

柳存仁（1996）中國神話與傳說學術研討會論文集。臺北：漢學研究中心。
施良方（1996）。學習理論。台北：麗文文化。
劉秋木（1996）。國小數學科教學研究。台北：五南圖書。
吳元良（1996）。不同數學課程、性別、社經地位的國小學生在數學態度及成就上比較之研究。國立屏東教育大學國民教育研究所碩士論文（未出版）。
黃敏晃（2003）。數學的本質與格式。研習資訊第20卷。
李福清（2003）。古典小說與傳說。北京：中華書局。
謝豐瑞（2003）。數學態度。取自http://140.122.140.4/~cyc/_private/mathedu/me9/nineyear/index.htm
鍾靜（2005）。論數學課程近十年之變革。教育研究月刋。
王富祥（2008）。24小時就愛上數學。台北：新自然主義。
徐右任（2008）。數學教學信念和學習態度的提昇與轉變：以「遊戲教學法」為例。教師專業發展電子報第五期。
羅昭強（2008）。教育統計講義SPSS12.0版。未出版。
余民寧（2009）。試題反應理論及其應用。台北：心理。
教育部國語辭典線上查詢。取自http://dict.concised.moe.edu.tw
維基百科線上查詢。取自http://wikipedia.tw/

二、英文部份
Stanley Kogelman, Joseph Warren（1978） Mind over math. New York
Elaine B. Chapline and Claire M. Newman （1984）a course to reduce math anxiety and sex-role stereotyping in elementary education
Reyes, L. H.（1984）Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581
Dorothy Buerk（1985）The voices of women making meaning in mathematics Journal of education,volume167
Fennema, E.,& Tartre, L.A（1985） The use of spatial visualization in mathematics by girls and boys Journal for Research in Mathematics Education
Megens Niss（1990）the goals of math teaching International handbook of mathematics education
Franks, Martha L（1990）What Myths About Mathematics Are Held and Conveyed by Teachers? The Arithmetic Teacher; Jan 1990
Mary schatz Koehler & Douglas A Grouws（1992）mathematics teaching practices and their effects. Handbook of research on mathematics teaching and learning 115-118
Klaas Sijtsma and L. Andries van der Ark（2003）Investigation and Treatment of Missing Item Scoresin Test and Questionnaire Data Multivariate Behavioral Research, 38 (4) 505-528
Angela T. Barlow and Jill Mizell Reddish （2006）mathematical myths：Teacher Candidates’beliefs and the implications for teacher educators The teacher educator,vol.41,no.3,
Merilyn Taylor（2005）Children's views about mathematics learning after participation in a numeracy. Research in Education
About.com：mathematics http://math.about.com/bio/Deb-Russell-8887.htm
韋氏大字典：mathematics
http://www.merriam-webster.com/