摘要
本研究旨在探討桌上遊戲融入國小二年級「數與計算」單元教學之實踐歷程，並分析其對學生數學學習成效與學習態度之影響。研究採用行動研究法，於研究者任教之金門縣戴勝國小二年級戴勝班（化名）進行兩循環課程，教學活動聚焦於加減法應用與乘法概念，研究者自製與改編「撲克牌整數倍」、「數字賓果」、「數字急轉彎」、「數急字轉彎」等桌遊，並搭配圖卡、小組任務與策略討論，引導學生在具挑戰性與操作性的情境中參與數學運算與邏輯活動。
　　資料蒐集包含教學觀察紀錄、學生訪談、學習單分析、成就測驗與學習態度量表等，透過資料分析與省思歷程，歸納研究結果如下：
一、透過行動研究發展出國小低年級桌遊融入數學的教學模式包括：1.設計桌遊明確流程與規則讓學生快速進入學習情境。2.桌遊活動需與數學概念結合，並強化概念轉化與策略應用。3.桌遊過程中小組合作與角色輪替有助於促進學生互動與分層學習。
二、桌遊教學強化學生計算能力，在單步驟的加減與乘法運算表現良好，但在多步驟計算及應用題仍須深化策略運用與語意理解。
三、學習態度部分，學生在「數學的有用性」、「數學探究動機」、「數學焦慮」三向度皆有顯著進步，顯示學生情緒反應更穩定，課堂氣氛轉向合作與支持；惟「學習數學的信心」向度未達顯著差異，顯示學生仍需累積更多數學的成功經驗。
四、行動研究過程中，研究者透過課後省思與錄影觀察，培養即時調整教學的能力，並從學生的語言與行為中覺察學生迷思概念，提升教學敏銳度與應變能力，促進個人教學專業成長。
　　本研究根據教學歷程與學生反饋，提出對未來教學應用、學校行政支持與研究方向之具體建議，作為推廣遊戲式學習在數學教學中深化應用之參考。

This study aims to explore the implementation process of integrating board games into the teaching of the "Numbers and Computation" unit in a second-grade mathematics class and to analyze its effects on students' mathematical learning outcomes and learning attitudes. This study adopted an action research methodology and was conducted in two instructional cycles in the second-grade "Daisheng Class" (pseudonym) at Daisheng Elementary School in Kinmen County, where the researcher teaches. The instructional activities focused on the application of addition and subtraction, as well as the concept of multiplication. The researcher designed and adapted various board games—including Multiples with Playing Cards, Number Bingo, Number Twist, and Fast Number Twist—and integrated them with visual aids, group tasks, and strategy discussions to guide students in engaging with mathematical operations and logical thinking in a context that emphasized challenge and hands-on learning.
Data collection included teaching observation records, student interviews, worksheet analyses, achievement tests, and learning attitude scales. Through data analysis and reflective practices, the findings were summarized as follows:
1. The action research developed a teaching model for integrating board games into lower-grade mathematics instruction, which includes: (a) designing clear game procedures and rules to facilitate student engagement. (b) aligning board game activities with mathematical concepts to strengthen conceptual transformation and strategy application. (c) fostering student interaction and differentiated learning through group collaboration and role rotation during games.
2. Board game-based instruction enhanced students' computational abilities, showing strong performance in single-step addition, subtraction, and multiplication, but indicated a need for deeper strategic application and semantic understanding in multi-step calculations and word problems.
3. Regarding learning attitudes, students demonstrated significant improvement in the 　　dimensions of "usefulness of mathematics," "motivation for mathematical inquiry," and "mathematics anxiety," suggesting more stable emotional responses and a classroom atmosphere characterized by cooperation and support. However, no significant improvement was observed in "confidence in learning mathematics," indicating that students still require more successful experiences in mathematics.
4. Throughout the action research process, the researcher developed the ability to adjust instruction in real time through post-lesson reflections and video observations, became more sensitive to students' misconceptions through language and behavioral cues, and enhanced personal professional growth in teaching.
　　Based on the teaching process and student feedback, this study proposes concrete suggestions for future instructional applications, administrative support, and research directions, aiming to serve as a reference for further promoting the integration of game-based learning into mathematics education.