摘要：臺灣15歲學生，分佈在國三與高一，從2012到2018年，數學表現有下滑的趨勢，並且表現優異學生的比例大幅降低。此外，臺灣八年級學生，從2011到2015年，數學表現同樣有下滑的趨勢，並也發現表現優異的學生，比例明顯減少。不過，2019年的臺灣八年級學生成為後起之秀，在數學表現上，回復到過去歷屆中曾有的最好表現，並在跨國數學評比中，與新加坡、南韓並居各國之首。本研究旨在分析這種U字型止跌回升的戲劇性轉折，並提出可能解釋。
筆者首先從臺灣升高中考試在2014年的改革與中小學數學課程內容的變革，來解釋數學表現的趨勢變化。另外，也區分性別、年級、家庭社經地位、城鄉、不同數學領域及不同百分位數，呈現數學表現的趨勢變化，期有助於瞭解趨勢變化的成因。隨著趨勢的改變，也觀察數學表現的離散度與不同家境學生之間在數學表現上的差距。
研究發現，當臺灣15歲學生數學表現下滑時，家境不同學生之間，數學表現差距明顯減少，導因於家境好的學生跌落幅度大於其他學生。而臺灣八年級學生從2015到2019年的數學表現上升趨勢，也縮小了家境不同學生之間在數學表現上的差距，導因於家境差的學生提升幅度大於其他學生。92課綱到97課綱的轉換，並不能解釋臺灣學生數學表現的趨勢變化。

關鍵詞：數學；中學生；趨勢；家庭社經背景；課綱改革

摘要：Understood as the “developmental processes by which individuals acquire political identities, beliefs, values, attitudes and patterns of behavior [that] could be applied to many other features of political life” the concept of political socialization is first defined in 1954 (Wasburn, Adkins Covert,2017: 3). Studies on socialization were dominated in the following three decades by the “persistent perspective”, an approach in which family and school are seen as the main agents of socialization. Under this framework, patterns acquired during one’s youth are decisive in framing the individual’s attitudes and patterns at the adult age. Although more recent works favor the “lifelong perspective”, which envisages socialization in terms of successive phases and dispositions that an individual may activate according to the different contexts he encounters, the primary and secondary schooling years remain identified as an extremely influential period in one’s socialization.   
Less common than political socialization, the notion of mnemonic socialization has been coined by Eviatar Zerubavel for whom “all subsequent interpretations of our early « recollections » are only reinterpretations of the way they were originally experienced and remembered within the context of our family. Yet the process of mnemonic socialization also continues beyond the family and entering a new thought community (such as when we get married, start a new job, convert to another religion, or emigrate to another country) usually entails reinterpreting our personal recollections in light of some new mnemonic tradition. The notion of a tradition of remembering (mostly commonly manifested in the form of required history classes in school) underscores the normative dimension of memory (…)” (Zerubavel, 1996: 286). This contribution explores the relationship between these two types of socialization. Considering that, as the same agents – mainly, the family and education institutions – assume an equally essential role in forming one’s political perceptions and one’s understanding of the past, I conducted in 2021 a questionnaire survey in two senior high schools located in Yunlin. Its main purpose was to understand the interrelation between these two types of socialization. The questionnaire is divided into five main sections, usage of the media and internet, political views and attitudes, representations of history, and national identification. In this presentation, I will examine the answers given by 198 students who were in their third and last year of senior high school. I will also detail the difficulties encountered in carrying out this survey, which illustrates the particularities of the Taiwanese context when it comes to the study of the politicization of the youth.  

關鍵詞：social changes, sociology of youth, socialization, high school students, Yunlin