本研究旨在探討學生在面對幾何任務時，所展現出的數學創造力以及視覺推理歷程的關聯性，以及其數學創造力產品。為回應研究問題，本研究採取質性研究法之個案研究法，個案人數總計八位，並依照「學習階段」與「資優身分」兩個變項分為四組，並以幾何多元解題任務以及半結構式訪談大綱作為主要的研究工具。對於解題歷程的分析則參考並修改Schoenfeld（1985）的原案分析方法，而在視覺推理歷程與數學創造力產品的分析，則分別採用Zazkis等人（1996）所提出之視覺化－分析模型以及Leikin（2009）的數學創造力評分架構。
本研究的主要研究結果顯示：(1) 解法與個體的創造性分數之決定性因素為獨創力；(2) 無論學習階段或是資優身分，皆有機會提出高創造力的解法；(3) 同一問題的不同解法下，有多元的視覺推理歷程；(4) 高創造力的解法較仰賴直觀與視覺行動；(5) 學習階段在分析行動的選擇受到知識豐富程度的限制，且高創造力解法在解題的先後順序具有差異；(6) 資優生多具備靈活思考的能力，但較缺乏對某一解法的深究；(7) 課程調整會影響資優生數學創造力的發展。
研究最後對於教學實務與未來研究給予數點建議，並藉由對於創造力與視覺推理的研究，期許在數學教育與資優教育之間建立起連結。

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