本研究之目的在探討國中資源班不分類身心障礙學生在數學文字題的解題歷程及錯誤類型，且欲探究中介式動態評量（"Mediational" Dynamic Assessment）提升學生在文字題的解題能力之成效。
　　研究依據國中數學教材中的「正負數與數線」單元來編擬六道題目和七種引導策略，以臺北縣市15所國中資源班之身心障礙學生共32人為研究對象，參與研究學生包括學習障礙、情緒障礙、聽覺障礙、語言障礙、自閉症、亞斯柏格等。資料分析先探討全體學生之解題表現，然後依據語文能力之高低、學障及非學障之分類進行分析，以觀察語文及障礙類別對學生解數學文字題之影響。結果發現：所有學生均具備基本的閱讀及計算能力，解題歷程以問題轉譯的表現較差；另經由中介式動態評量之後，有將近80%的學生能獲得助益。此外，語文能力差者經中介式動態評量的成效最為明顯，且以使用圖示表徵策略來協助解題為最多。
　　本研究結果對身心障礙學生於數學文字題之解題之研究和教學實務均提出具體建議。

The major purpose of this study is to investigate the mathematical word problem solving process and the error types of the students with disabilities participating in resource-room program (RRP) of the junior high schools. Additionally, this study investigates the changes of the problem-solving ability of the RRP students through the mediational dynamic assessment (MDA).
According to the scope of number line in the unit "positive and negative numbers" of junior-high-school mathematics textbooks, six self-defined mathematical word problems was designed to assess RRP students, and seven mediating strategies were administrated during the problem-sovling process. There were 32 RRP students from 15 junior high schools in Taipei City or Taipei County participating in this study. The categories of these RRP students were learning disability, emotional disability, hearing handicap, language disorder, autism, and Asperger. The main findings of this study are summarized as follows: 1) All of the students appear competent reading and computing abilities in the mathematic word problems; 2) The RRP students show more difficulties in the process of problem translation of mathematic word problems; 3) Almost 80% of RRP students reaped benefit from the MDA; 4) The RRP students with low reading ability benefit more from MDA, and the strategies of the picture representation to solve the mathematic word problems is used the most freguently.
Several recommendations for the further studies of RRP students in the mathematic word problems and educational practice are made on the basis of the findings.

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