本研究旨在透過發展數學推理評量架構設計評量試題，評估試題品質與檢驗此評量架構，並且進一步探討高一學生數學推理之表現特徵。其中根據文獻探討最後結論以Herbert (2021)的三大推理元素作為本研究之推理三元素，分別為分析(Analysing)、推論(Generalising)，與驗證(Justifying)，並根據本研究有其名詞釋義。進一步以數列級數、排列組合與數據分析的部分數學內容，設計其評量試題，進行前置研究後最終確立正式試題共9題。便利取樣兩所公立高中的高一學生，總共回收604份試題，並將學生回答內容進行編碼與資料分析。
資料結果顯示，此架構有不錯的試題信度與鑑別度，試題難度上整體來說推論元素較分析元素容易，於試題設計與評分標準上可能尚有討論之處；而構念效度尚未達到標準門檻，可見以此三推理元素發展之架構上還有討論的空間；而不同推理元素與不同數學內容交互作用之下，學生的表現均為顯著；最後則以SOLO分類法探討學生在作答特徵的表現，期許有利於實務面上老師有一基準作為參考，進而針對學生所需加強其數學推理的能力。

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