本研究旨在探討跨學科教學方法在數學教育中的應用效果,特別聚焦於編 程與數學課程的整合。探討結合數學與編程的跨學科教學設計對小學四年級學 生的影響,旨在提升學生的數學和編程學習的成效。研究採用 5E 教學模式, 將 Scratch 3.0 編程活動融入數學課程,並進行實驗以評估其成效。研究對象為 澳門一所學校兩個四年級普通班級(A 班和 B 班)的學生,分為實驗組和對照 組。研究採用交叉設計,進行兩次實驗:實驗一以 A 班為實驗組、B 班為對照 組,進行《旋轉對稱圖形》單元的跨學科教學;實驗二則互換角色,以 B 班為 實驗組、A 班為對照組,進行《可以被 3 整除的數》單元的跨學科教學。研究 使用數學單元測驗卷、數學學習動機量表,以及學生的數學測驗成績和編程學 習動機量表作為評估工具。 研究結果顯示: 一、數學成績提升:實驗組學生的數學成績顯著高於對照組。 二、數學學習動機增強:實驗組學生在數學興趣和自我效能感方面均有顯 著提升。 三、編程學習動機提升:實驗組在編程社會價值、感知編程效用、編程興 趣和自我效能方面均有顯著的提升。 結論指出,實施編程活動融入數學科的跨學科教學,提升學生的數學成 績、數學和編程的學習動機。建議應推廣此類跨學科教學,並加強教師培訓及 教學資源開發,以提高學生的學習動機和成效。未來研究可擴大樣本範圍,探 討長期效果及多學科整合的影響。 This study investigates the impact of interdisciplinary teaching design integrating mathematics and programming on fourth-grade elementary school students, aiming to enhance their learning outcomes in both subjects. The research employs the 5E instructional model, incorporating Scratch 3.0 programming into the mathematics curriculum, and conducts experiments to evaluate its effectiveness. The study subjects are two regular fourth-grade classes (Class A and Class B) from a school in Macau, divided into experimental and control groups. A crossover design is used, conducting two experiments: in Experiment 1, Class A serves as the experimental group and Class B as the control group for the "Rotational Symmetry Figures" unit; in Experiment 2, the roles are reversed, with Class B as the experimental group and Class A as the control group for the "Numbers Divisible by 3" unit. The study uses mathematics learning motivation and programming learning motivation scales as assessment tools. Major research findings are as follows: 1. Improved mathematics performance: The experimental group's mathematics scores were significantly higher than the control group's. 2. Enhanced mathematics learning motivation: The experimental group showed significant improvements in mathematics interest and self-efficacy. 3. Increased programming learning motivation: The experimental group demonstrated significant improvements in programming social value, perceived programming utility, programming interest, and self-efficacy. The conclusion indicates that the 5E instructional model effectively promotes the integration of mathematics and programming, enhancing students' learning outcomes. It is recommended that educational institutions promote such interdisciplinary teaching and strengthen teacher training and teaching resource development to improve students' learning motivation and effectiveness. Future research could expand the sample size to explore long-term effects and the impact of multi-disciplinary integration.