本研究以國中一年級至三年級學生為研究對象，目的在於瞭解國中階段學生的工作記憶能力、概數感能力與數學成就之關係為何？以及不同性別或年級，工作記憶能力、概數感能力是否不同？研究結果顯示，工作記憶能力和概數感能力都能夠有效預測數學成就，但是在相關分析、迴歸分析、及結構方程式模型中都可以發現，如果同時考慮工作記憶能力的影響，概數感能力所能貢獻的解釋量就會被削弱，改變量也無法達到顯著水準，顯示工作記憶和概數感兩者相比之下，工作記憶能力對數學成就的影響力比概數感能力強。不同性別的學生，在各項工作記憶作業及概數感作業的表現均未達顯著差異；而不同年齡層的學生，各項工作記憶作業及概數感作業的結果，則是有隨著年級增長而提升的趨勢，顯示到了國中階段工作記憶能力和概數感能力都還有成長的空間。工作記憶作業中，最能有效預測數學學習成就的是記憶更新作業，其次為運作廣度作業。建議未來教師可以將工作記憶作業與概數感作業測驗結果作為教學設計的參考，提供策略提高學生在解決數學問題的效率，例如：透過「作筆記」的方式，減輕工作記憶系統運作時的負擔。

The purposes of this study were (1) to investigate the gender and grade differences in working memory capacity and number sense ability, and (2) to compare the effects of working memory and number sense on mathematics achievement. Two hundred and seventy six junior high school students, 12 to 15 years old, participated in this study.
The results showed that (1) both working memory capacity and number sense ability effectively predicted mathematics achievement; (2) when working memory capacity was taken into account in the correlation analysis, regression analysis, and structural equation modeling, the contribution of number sense ability was weakened and failed to achieve the level of significance; (3) the memory updating task was the most effective predictor of mathematics achievement; and (4) working memory capacity and number sense ability increased with grade but were not different across gender.

中文部分
教育部. (2008). 國民中小學九年一貫課程綱要. 臺北市: 教育部.

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