本研究目的在探討將體現認知轉化並融入數學課堂，對國小二年級學童的乘法學習成就與學習態度之影響，以及瞭解高中低成就學童之解題表現差異。本研究使用量化方法分析資料，再加以訪談高中低成就各3位學童前後測之解題歷程，樣本取自台中市大甲區某國小二年級兩個班級共51位學童，本研究採用準實驗研究，以研究者任教的班級為實驗組，另一班則為對照組。實驗組和對照組先進行自編的『前測「3、6、9、7的乘法」成就測驗』進行前測，並且進行平均數差異顯著性考驗假設分析；經過八節課的教學實驗，爾後以自編的『後測「3、6、9、7的乘法」成就測驗』，對實驗組和對照組實施後測，再進行描述性統計、獨立樣本單因子共變數分析、獨立樣本t檢定和成對樣本t檢定。質性資料來源則是對實驗組高中低成就一共九位學童進行前後測訪談，分析學童對於體現認知融入於數學課堂的成效與學習態度。

研究結果發現：
一、使用體現認知理論融入教學與一般講述教學的學習成就並無差異。
二、使用體現認知理論融入教學與一般講述教學的學習態度有顯著差異。
三、接受體現認知理論融入教學的高成就和中成就學童皆能正確理解乘法概念和比出動作；低成就學童能正確比出動作但乘法概念尚不穩定。
四、不論高中低成就學童皆認為接受體現認知理論融入教學很有趣，且能幫助學習數學和生活中運用乘法。

The purpose of this research is to explore the effect of transforming and integrating embodied cognitive theory into mathematics classrooms on the multiplication learning effectiveness and learning motivation of sophomores in elementary schools, as well as to understand the difference in high- and low-achieving students. This research mainly uses quantitative analysis data, supplemented by semi-structured interview data to evaluate the learning effectiveness of students. The sample is taken from 52 students in two classes of the second grade of an elementary school in Dajia District, Taichung City.

The results of the study found:
1. There was no difference in learning achievement between the integration of teaching using embodied cognition theory and traditional teaching.
2. There is a significant difference in learning attitudes between using embodied cognitive theory into teaching and raditional teaching.
3. Both high-achieving and middle-achieving students who receive the integration of embodied cognitive theory into teaching can correctly understand the concept of multiplication and match movements; low-achieving children can match movements correctly but the concept of multiplication is not yet stable.
4. All students who receive the integration of embodied cognitive theory into teaching find it interesting and helpful to learn mathematics and use multiplication in life.

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 5
第三節 研究名詞釋義 6
第四節 研究範圍與限制 8
第二章 文獻探討 10
第一節 體現認知與相關實徵研究 10
第二節 國小乘法概念分析與相關研究 16
第三章 研究方法 34
第一節　研究設計 34
第二節　研究對象 36
第三節　教學活動設計 38
第四節　實驗流程 42
第五節　研究工具 46
第六節　資料處理與分析 53
第四章 研究結果 55
第一節　成就測驗解題表現 55
第二節　學習態度表現 74
第三節　使用體現認知融入教學對不同程度學生解題表現之影響 89
第四節　使用體現認知融入教學對不同程度學生學習態度之影響 99
第五章 結論、討論與建議 105
第一節　結論 105
第二節　建議 109
參考文獻 111
英文文獻 111
中文文獻 115

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