本研究的主要目的為發展以數學解題歷程為設計導向的電腦輔助解題系統，並以較複雜或多步驟包含加減乘除四則運算的數學應用題為研究範圍，應用於自行發展的電腦輔助解題系統中。
本研究是以北市吳興國小五年級四個班級的學生作為實驗對象，該四個班級是以本研究自行設計之國小五年級數學應用題解題測驗甲卷及五年級上學期國語及數學平均成績為條件共篩選出49位學生，分為實驗組及控制組。實驗組學生採用本研究中所設計之電腦化數學解題系統，而控制組則採用紙筆方式進行輔助學習。系統將以國小五年級下學期之數學應用問題作為實驗教材。
研究結果有以下的發現：(1)實驗組學生經過8次的電腦化數學解題訓練後，其解題能力表現顯著優於控制組。(2)就實驗組而言，經過8次的電腦化數學解題訓練後，其後測的解題能力表現亦顯著高於前測。(3)由「電腦輔助數學解題系統使用問卷」中可看出，受過電腦化數學解題系統進行輔助解題訓練的學生，對於電腦化數學解題系統在數學解題的教學或學習上的效果，大都抱持正面的態度。

The main goal of this study is to develop a computer-assisted mathematical problem-solving system, which includes more complex and multistep word problems requiring skills of some or all of the four mathematical operations: addition, subtraction, multiplication and division.
Forty-nine fifth-grade elementary school students participated in the experiments to assess the practicability and instructional effect of this system. The students were randomly assigned into two groups. Experiment groups learned through the training of the computer-assisted mathematical problem-solving system, whereas the control groups learned in the form of paper-and-pencil. Word problems taught in the second semester of fifth grade were used as materials in the experiments.
The results are as follows: (1) After eight training sessions, the mathematical problem-solving ability of those in the experiment groups is significantly better than that of the control groups. (2) For the students in the experiment groups, their mathematical problem-solving ability has significantly improved after eight training sessions. (3) Those who participate in the designed computer-assisted mathematical problem-solving training, in their responses to the questionnaires, show positive attitude towards the use of computer-assisted systems in mathematical problem-solving instruction and learning.

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