本研究旨在探討數學創造力遊戲在國小符號運算活動中的應用，期望提升學生的學習興趣、數學創造力及對符號運算的理解與精熟能力。研究採用行動研究法，透過準備、設計、實施及反思與修正四個階段不斷循環，進行遊戲開發與優化。在第一階段實施中，研究者改編撲克牌遊戲進行測試，並根據學生的回饋與反應多次修正，第二階段實施則設計出三種數學創造力遊戲：組合遊戲、蟲蝕遊戲與創造數字。組合遊戲鼓勵學生自由組合數字與符號，蟲蝕遊戲透過填空形式促進學生思考，而創造數字則引導學生設計數學式以達成指定目標。研究者參考饒建維 (1996) 的理論，並從複雜性、遊戲性與學習性三個面向評鑑遊戲設計的有效性。
研究結果詳細記錄了四種遊戲的設計歷程與學生學習表現。針對每個遊戲，研究者分別經歷三次循環，分析其策略變化與學習成效，並依據 Leikin (2009) 提出的數學創造力評量架構，從流暢性、變通性與原創性三個層面評估學生表現。結果顯示，透過遊戲實施與機制調整，學生的符號運算能力與數學創造力均有顯著提升，尤其在新符號「^」的應用上更加熟練。此外，適當的競爭與挑戰機制能增強學生的學習動機，而原創性評分機制則促進學生發展更具策略性與創意性的解題方法。
結論部分綜合遊戲修正與設計歷程、學生的數學創造力表現，以及設計歷程中的自我檢視與省思。研究發現，透過精心設計的遊戲化學習活動，學生不僅能提升符號運算能力，還能發展更靈活的數學思維與策略。最後，研究提出教學實踐建議，包括透過遊戲化學習引導學生探索新數學概念、適時調整遊戲規則以滿足不同學習程度的需求、加入原創性評分機制以激發數學創造力，以及利用競賽機制與小組合作提升學習動機。此外，未來研究可進一步探討其他數學符號的遊戲化學習模式、擴展研究範圍至不同數學主題，並結合科技發展數位遊戲學習模式，以提升數學教育的廣度與深度。

This study explores the application of mathematical creativity games in elementary school symbolic computation activities, aiming to enhance students’ interest, creativity, and proficiency in symbolic operations. An action research approach was adopted, involving a continuous cycle of preparation, design, implementation, reflection, and revision to guide the development and optimization of the games. During the first implementation stage, the researcher adapted playing card games and revised them based on students’ feedback and responses. In the second stage, three mathematical creativity games were designed: the Combination Game, which encourages flexible use of numbers and symbols; the Bug-Eaten Game, which promotes logical thinking through fill-in-the-blank tasks; and the Number Creation Game, which guides students to construct expressions to meet specific targets.
Student performance was analyzed across different learning stages and evaluated using Leikin’s (2009) framework, which emphasizes fluency, flexibility, and originality. The results show that the games significantly improved both symbolic computation skills and mathematical creativity, particularly in the use of the new symbol “^”. Additionally, competition and originality-based assessment mechanisms were found to enhance students’ motivation and strategic thinking.
This study suggests that well-designed game-based learning can foster mathematical thinking and recommends integrating such games into teaching to stimulate exploration, adjust for diverse learning needs, and promote creativity through playful challenges.