本研究旨在探討直接教學法對增進國小數學資源班學生數學成就、數學態度的效果以及對直接教學法滿意程度。研究方法採 A-B-A單一受試實驗設計，以台北縣秀朗國小數學資源班其中兩組共8名學生為研究對象，分別標示為實驗組與對照組。教學效果以「數學態度量表」及自編的「數學成就測驗」、「補救教學態度問卷」及「直接教學法滿意度問卷」為評量工具，將所得的結果以圖表的方式呈現，進行分析，主要研究的發現及結論說明如下：
一、在數學成就方面發現，經DI教學后，實驗組四位受試無論在總題數或各題型的答對百分比表現上，均較教學前有明顯進步。其中有三位雖在教學前不如對照組，但在DI教學后期及維持階段中，即超越對照組的表現或與其相當，其中又以除法、乘法計算題及應用題方面最明顯。
二、在數學態度方面，經DI補救教學後，四位受試在數學學習方面的態度多較教學前有明顯的正向改變，其中以「數學有用性」的態度改變最大；另有補救教學的內容中，以計算題方面的學習態度最正向。
三、在滿意度方面，除了一位受試在應用題教學方面表示不滿意，其餘受試皆很滿意直接教學法之教學方式。其中以「計算題的教學方式」、「累積複習」及「多單元設計」方式，滿意度最高。
本研究除針對上述研究結果加以探討外，並綜合研究結果與研究限制提出實際教學方面及未來研究之相關建議。

The purpose of this study was to explore and discuss the effects of Direct Instruction(DI) on enhancing maths achievement and maths attitude for maths resourse room students. The participants were 8 third grade elementary students by dividing into an experimental an experimental and a comparison group. A teacher designed Maths Achievement Test, Fennema-Sherman Maths Attitude Test, Remedial Instruction Questionnaire and Direct Instruction Consumer Satisfaction Questionnaire were administered to subjects.
An A-B-A single-subject experimental design were employed to examine the effects of Direct Instruction.The results indicated:
1. After receiving 5 weeks DI math instruction, three of the four experimental group students exceeded or approached the level of the comparison group students and the effects were maintained through maintenance phase, especially for multiplication and division aspects (including computations and word problems).
2. In Fennema-Sherman Mathematics Attitude Test, the experimental group produced better positive attitudes toward mathematics than before. In Remedial Instruction Questionnaire, after DI teaching, all experimental group subjects showed positive attitudes toward maths, especially in computation area.
3. Only one subject wasn't satisfied with the use of DI on solving word problem, the other students three students felt satisfactory about all aspects of DI.
According to the results and research Implication, some suggestions for mathematics instruction and future studies were made in this study.