數學在現代教育中被視為重要的學科之一，對學生的發展和未來的職業選擇有著重大的影響。然而台灣學生卻普遍對數學存在害怕的心理，對數學的自我效能相對較低，且存在數學焦慮的現象，這不僅限制了他們的成長，也抑制了對數學的興趣。
　　本研究以趣創者理論為基礎，設計「合作解題與教中學影片創製」活動及系統(LBTube)，採用影片創製的方式進行教中學(Learning by Teaching)活動，並融入合作解題的元素。透過此一活動能夠激發學生對數學學習的興趣，讓他們在學習過程中全神貫注。同時透過系統的輔助，學生可以進行跨校的同儕互評以及作品觀摩，不但能從中學習同儕的數學解題思路以及影片創製方式，也能進一步獲得成就感，以提升學生自我效能。本研究以團隊過往的研究結果作為基礎，加入合作解題的元素，讓學生以小組為單位來解題以及進行影片創製，探討其對學生的學習興趣與動機有何影響，以及是否能進一步提升學生影片拍攝的品質。合作解題讓學生以互相合作、分享和討論的方式來解決數學問題，鼓勵學生之間的互動和團隊精神，並增加學生對自己能力的信心，從而提高他們的數學自我效能。同時本研究也將實驗對象年齡擴展到國中，探討在不同場域下進行影片創製教中學活動的差異。
　　本研究實驗對象為四所國小四個班的四年級學生，共95名；以及一班國中七年級學生，共25名。透過學習興趣問卷以及MSLQ學習動機問卷進行前後測，並使用描述性統計、成對樣本t檢定、魏克生符號檢定來分析結果，輔以半結構式訪談進行討論。研究結果顯示合作解題以及教中學影片創製活動對於學習興趣有顯著的正向影響，對於學習動機裡的自我效能以及考試焦慮面向也有正面幫助。

Mathematics is considered one of the important subjects in modern education, with significant impact on students' development and future career choices. However, Taiwanese students generally exhibit a fear of mathematics, lower self-efficacy in mathematics, and experience math anxiety, which not only restricts their growth but also suppresses their interest in mathematics.
　Based on the Interest-Driven Creator Theory, this study designs the activity and system(LBTube) of "Collaborative Problem Solving and Learning by Teaching via Video Creation", integrating video creation into the Learning by Teaching approach and incorporating elements of collaborative problem-solving. Through this activity, students' interest in learning mathematics can be stimulated, allowing them to be fully engaged in the learning process. With the assistance of the system, students can engage in cross-school peer assessment and observe others' works, not only learning from peers' problem-solving strategies and video creation methods but also gaining a sense of achievement, thereby enhancing their self-efficacy. Building upon previous research conducted by the team, this study incorporates the elements of collaborative problem-solving, allowing students to work in groups to solve problems and create videos, investigating the impact on students' learning interest and motivation, as well as whether it can further improve the quality of students' video production. Collaborative problem-solving enables students to solve mathematical problems through collaboration, sharing, and discussion. This collaborative learning approach encourages interaction and teamwork among students, increasing their confidence in their abilities and thereby improving their mathematical self-efficacy. Additionally, this study expands the age range of the experimental subjects to junior high school, exploring the differences in conducting video creation and Learning by Teaching activities in different settings.
　The experimental subjects of this study consist of four classes of fourth-grade students from four elementary schools, totaling 95 students, and one class of seventh-grade students from a junior high school, totaling 25 students. Pre- and post-surveys on learning interest and the Motivated Strategies for Learning Questionnaire (MSLQ) are conducted, and descriptive statistics, paired-sample t-tests, and Wilcoxon signed-rank tests are used to analyze the results, supplemented by semi-structured interviews for discussion. The research results show that collaborative problem-solving and Learning by Teaching with video creation activities have a significant positive impact on learning interest and provide positive assistance in the aspects of self-efficacy and test anxiety within learning motivation.

中文文獻
王姝涵(2022)。數學教中學：影片創製與跨校登臺[未出版之碩士論文]。國立中央大學網路學習科技研究所碩士論文。
方駿遠(2014)。教中學之微演示活動設計──以國小四五年級數學為例。國立中央大學資訊工程研究所碩士論文。
陳冠廷(2021)。透過創作影片進行教中學[未出版之碩士論文]。國立中央大學網路學習科技研究所碩士論文。
教育部(2021)。班班有網路 生生用平板―全面推動中小學數位學習精進方案。取自https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&sms=169B8E91BB75571F&s=9F7133D453CC16F2
黃政理(2020)。透過學生影片創作進行國小數學學習：趣創者理論之應用。國立中央大學網路學習科技研究所博士論文。
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