本研究透過分析四十多份數學史教學實證研究，發現過往的研究較少以了解數學歷史演變及發展作為研究內容、亦鮮有對學生的數學觀進行分析。為了填補這些研究上的缺口，本研究從了解演變及發展的角度出發，在設計函數的課程時，以歷史角度及學重演法則，由接觸巴比倫列表，到不連續函數，探討在學習過程中加入數學史怎樣影響學生的數學觀，包括數學趣味、數學人性化量表、數學演變、對數學的看法。 / 本研究於一所中學內進行，以兩班數學成績相近的中四學生為測試對象，一班是實驗組，一班是參照組。實驗組使用的教材由研究者設計出來，參照組則使用教科書。 / 透過認知測試、問卷調查、訪談、概念圖、教師日誌等量化、質化的研究方法，探討是次在教學上使用數學史教學怎樣影響學生的數學觀及老師對是套教材的建議，例如：數學史如何影響學生的數學認知層面、又如何影響學生的數學態度、老師使用這套教材時的困難、老師認為是次數學史教學與平常的教學有何不同、任教老師有否對數學史觀感上的改變、老師會否把數學史在高中教學上使用等。 / 是次研究發現，數學史對不同數學能力學生產生不同層次的效用。在選取數學史材料時，需要注意學生的數學能力及興趣，教學時應作出適切的調整，才能讓不同數學能力的學生之數學觀獲得不同層次的擴展。 / This study, with an analysis of over 40 empirical researches about the history of mathematics teaching, discovered that only a few studies conducted research about the evolution and development of history of mathematics and they seldom analysed students’ mathematical beliefs. In order to fill the gap, this study is aimed to design the topic of function through the perspective of the evolution and development, namely from the Babylonian tables to discontinuous function. It also seeks to explore how that affects students' mathematical beliefs including math fun, math humane scale, mathematical evolution, and students’ views of mathematics. / The study was conducted among two classes of F.4 students who have the similar mathematics abilities in a local secondary school. One is the experimental group and another one is the reference group. The teaching materials developed by the researcher were used in the experimental group while the textbooks were used in the reference group. / Through cognitive tests, questionnaires, interviews, concept maps and teacher journals, the way in which the history of mathematics affects students’ mathematical beliefs is explored .The subsequent analysis of the data attempts to answer the following questions: How the history of mathematics affects students' mathematical cognitive level? How history of mathematics affects students' mathematics attitudes? What difficulties the teacher suffers when using this teaching material? Are there any differences between the normal teaching and history of mathematics teaching? Are there any changes in teacher’s mathematical belief? Is it appropriate to conduct history of mathematics teaching in senior form? / This study discovers that history of mathematics has different effects on students of various mathematical abilities. When selecting the material of history of mathematics, stakeholders need to pay attention to students’ mathematics abilities and interests as well as make appropriate adjustments to teaching, so that students of different mathematical ability canobtain different levels of expansion on their mathematical beliefs. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張慧珊. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 134-143). / Abstracts in English and Chinese. / Zhang Huishan.

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