本研究探討大學生在個人面對與合作面對一個開放的數學桌遊情境時的數學創造力表現。本研究對象為四位第一次接觸「沉睡皇后」桌遊的同系大學四年級學生，資料蒐集過程分為二階段，第一階段為研究對象個別提出該桌遊之新玩法，第二階段採同質性分組，兩兩合作提出該桌遊之新玩法。研究結果發現第一階段數學創造力表現較低的兩位學生在第二階段時個別數學創造力表現較第一階段的數學創造力表現佳；第一階段數學創造力表現較高的兩位學生在第二階段時個別數學創造力表現則較第一階段的數學創造力表現減少。

This study explored university students' mathematical creativity in a mathematical board game. Four senior students who never played with the “Sleeping Queen” board game before participated in the study. There were two stages in the data collection process. In the first stage, each of the participants individually created new game rules for the board game. In the second stage, two students of similar mathematical creativity performance in the first stage were grouped together and cooperatively created new game rules for the board game. The results showed that the group of lower mathematical creativity performance in the first stage improved their mathematical creativity performance in the second stage, and the group of higher mathematical creativity performance in the first stage decreased their mathematical creativity performance in the second stage.