本研究旨在運用差異化教學融入國中一年級數學科中，以個案研究法，了解學生在學習興趣及學習成就的影響。本研究自109年10月實施至110年01月，研究對象為新北市星星中學太陽班，共25位學生。研究過程透過學習單、觀察紀錄、訪談的蒐集質性資料，以及從學生學習成就前後測、學習興趣量表前後測進行量化分析，以了解學生學習興趣與學習成就的表現。
本研究之結論如下：
壹、 教師在設計與實施差異化教學前，應先觀察與訪談學生學習需求做好評估，再了解此教學單元的學習目標，透過差異化教學的內容、過程、成果與環境進行規劃。除了以成績來評估學生之外，應和導師進行討論班上學生關係再透過觀察與訪談中了解學生需求進行課程設計；實施差異化教學時，對於不同單元的內容、過程、成果與環境進行適時調整與安排是差異化教學重要的一部分。
貳、 從差異化教學中的內容、過程、環境、成果進行課程調整後，能有效提升學生學習成就，其中與全校平均段考成績差距逐漸拉大最多的為高分組；平時成績則以中分組的學生最為顯著。
參、 從差異化教學中的內容、過程、環境、成果進行課程調整後，能有效提升學生學習興趣其中在，潛在興趣、現實興趣、文本興趣、任務興趣及知識興趣五個因素，皆有顯著提升。
肆、 實施差異化教學能解決教學困境，同時透過差異化教學能找出教學策略並有效提升研究者自身的專業成長。

最後研究者針對未來想實施差異化教學的教師提供相關教學策略，以做為未來想實施差異化教學的教師提供參考。

This study aims to investigate the effects of students’ learning achievements and learning interests through using differentiated instruction in seventh grade mathematical area. The research was carried out from October in 2020 to January in 2021. A total of 25 students from an intact seventh grade class in New Taipei City were participated in the study. The qualitative data were collected by worksheet, observation notes and interviews. The quantitative data analyzed were from the achievement pre-test, achievement post–test, learning interests pre-test and learning interests post-test.
The results of this study are summarized as following:
1. Before designing and implementing differentiated instruction, teachers should first observe and interview students' learning needs to do a good assessment, then understand the learning objectives of this teaching unit, and plan through the content, process, results and environment of differentiated instruction. In addition to evaluating students on the basis of their grades, they should discuss the relationship between students in the class and their tutors, and then design the course through observation and interview to understand the needs of students. In the implementation of differentiated instruction, it is an important part to adjust and arrange the contents, process, achievements and environment of different units.
2. After course adjustment from the content, process, environment and results of differentiated instruction, students' learning achievements can be effectively improved, among which the gap with the whole school's average score of examination gradually widened the most for the high score group; On the other hand, the usual grades is the middle score group of students the most significant.
3. After course adjustment from the content, process, environment and results of differentiated instruction, students' learning interest can be effectively improved, including latent interest, actualized interest, text-based interest, task-based interest and knowledge-based interest, all of which are significantly improved.
4. Implementing differentiated instruction can solve the teaching dilemma, and find out teaching strategies through differentiated instruction and effectively improve the professional growth of researchers themselves.

Finally, the researchers provide relevant teaching strategies for future teachers who want to implement differentiated instruction for teaching.

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