本研究目的在探討不同的多媒體教材運用方式與學習者數學能力，對學習者在國中「整數加減法」之學習成效與學習態度的影響。研究樣本為88位七年級學習者，實驗教學活動中，多媒體教材運用方式分為多媒體互動學習組、圖文範例學習組，多媒體互動學習組是以學習者操作多媒體互動教材的方式，透過觀察、操作、解題引導與歸納進行學習；圖文範例學習組則是透過教師解說多媒體範例的方式，學習者經由觀察教師所展示之數線動畫、教師之教學提示、解題引導與歸納等進行學習。學習者之數學能力則依照學習者智力測驗成績的高低分為高數學能力及低數學能力。
　　研究結果發現：(1)在整數加減法的理解成效上，多媒體互動學習組顯著優於圖文範例學習組，高數學能力學習者顯著優於低數學能力學習者；(2)在整數加減法的運算成效上，高數學能力學習者顯著優於低數學能力學習者，教材運用方式對學習成效則無顯著影響；(3)在整數加減法的解題成效上，多媒體互動學習組顯著優於圖文範例學習組，高數學能力學習者顯著優於低數學能力學習者；最後，(4)就學習態度而言，透過互動式多媒體教材進行學習，學習者有比較正向之學習態度，而且低數學能力學習者也覺得比較有幫助。

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