本研究探討國中九年級學生面對幾何證明題時作答的答題策略以及評判證明題時的標準項目。研究樣本取同校數學程度較好的班級一班及數學程度較差的班級二班，共計87人。

本研究的研究結果有：
1.無論是否為上課教過的證明題，經驗證明基本策略皆為多數學生答題時所使用的基本策略。

2.上課教學對學生的影響與學生數學程度高低相關。上課是否敎過對程度較佳的A組學生有明顯的影響，而程度較差的B組學生則無明顯的影響。

3.學生認為他們的回答是證明／說明，主要取決於題型及回答的格式。

4.學生對轉換證明基本策略的認同程度最高，認同程度也最集中；歸納證明基本策略的認同程度最低，認同程度也最分散，權威、感官證明基本策略則介於兩者之間。

5.不同數學程度的學生對各種證明基本策略的認同程度之順序相同。

6.評判證明題的標準主要以「是否利用相關性質證明」、「利用數據驗證」、「是否依照某種格式」、「證明過程是否簡單」、「證明過程是否詳細」等五項為主。

7.教師評判證明題的標準項目與學生評判證明題的標準項目幾乎完全不同。

關鍵字：幾何、證明、數學證明、幾何證明

中文部份

1.蕭文強。(民81)。數學＝證明？。數學傳播季刊，第十六卷第四期。

2.林福來、吳家怡、李源順、鄭英豪、連秀鑾、林佳蓉、朱綺鴻、陳姿妍、林春慧。(民84)。數學證明的了解(II)。台北：國科會專題研究計劃成果報告。

3.林政輝(民91)。國中生討論數樣式關係時表達理由能力的成長之探究。國立台灣師範大學數學系碩士班碩士學位論文。

4.楊凱琳(民93)。建構中學生對幾何證明閱讀理解的模式。國立臺灣師範大學數學系博士論文。

5.李芳庭。(2007)。國三學生學習教師幾何推理證明的情形之研究。國立台灣師範大學數學系碩士論文。

6.許丞緯。(2008)。高一生喜歡的證明特徵。國立台灣師範大學數學系碩士論文。

英文部分

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