本研究旨在研究大一理工學生數學學習態度與數學作業態度，探討數學成績跟數學學習態度及做數學作業的態度是否有關；此乃鑑於當前關於學生對數學作業態度的研究，國內外尚極少針對大一理工學生做專門研討。而且現在的大學生在微積分的學習上普遍存在著學習方面的困難。為達此目的，首先蒐集國內外相關研究結果，從文獻探討建立的理論基礎，我們歸納出其內涵可分為三個構面，分別為「認知」、「情感」、「行為」。找出其影響因素為：性別、系別、入學數學成績、微積分成績、學期總成績、及學習成長經驗。進而編修「大一理工學生數學學習態度與數學作業態度調查問卷」為研究工具。將所得結果應用次數分配、單一樣本 t 檢定、獨立樣本 t 檢定、單因子變異數分析等統計方法分析結果。
本研究採問卷調查法，以某大學修習微積分之大學生340人為研究對象，進行抽樣調查。經分析探討獲得下列成果：
一、本研究建構出一個具有穩定結構，信效度皆良好之大一理工學生數學學習態度與對數學作業態度問卷。
二、修習微積分之大一理工學生具有正向數學學習態度與數學作業態度，且此二者乃俱有高度相關。
三、在影響因素方面，數學學習態度會因系別、學測成績、微積分成績、學期總成績及參加競試與否之不同而有顯著差異，而對數學作業態度只會因微積分成績、學期總成績及參加競試與否之不同而有顯著差異。
四、低中高微積分成績的大一理工學生，其整體數學學習態度與數學作業態度以及各構面表現通通達顯著差異，其共通點在認知構面的自信心、情感構面焦慮與行為構面的探究行動，數學學習態度與數學作業態度之高分組表現皆優於中、低分組。

最後本研究對數學教師與助教提出建設性之建議：
一、 在數學學習態度方面，建議加強學生對學習數學的自信心，並考量不同背景的學生，作適切引導學習。
二、 在數學作業態度方面，建議規劃可熟練解題技巧的作業，並考量不同系別的學生，作適切調整作業內容。

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