本研究的主要目的在探討國小數學學障學生在解差異量未知、被比較量未知、與參照量未知等三種比較類加減應用題的解題表徵正確率、所應用的解題表徵類型，以及產生的解題表徵困難。
本研究利用「比較類加減應用題測驗」進行施測，在施測完畢後，隨即應用「解題表徵晤談記錄表」對學生進行晤談；若學生解題表徵有誤，並以表徵提示給予學生解題協助，期使學生可訂正錯誤表徵方式。本研究對象為目前就讀於台北市7所國小身心障礙資源班3、4年級的數學學障學生，共有25名。25名學生在「國民小學低年級數學診斷測驗」的原始得分，都在該測驗19分的切截點以下。
本研究的資料分析是將25名學生的測驗結果、記錄表內容與錄影所得資料，進行量化與質化的分析。本研究以百分比呈現學生的解題表徵正確率、解題表徵類型，並根據學生的晤談書面資料與行為表現，加以歸納分析，陳列出學生的解題表徵困難類型。
本研究結果發現：（1）學生首次的解題表徵正確率，由高而低為被比較量未知題、差異量未知型與參照量未知題，但若排除解題表徵正確，但解題表徵歷程說明有誤，或無法說明解題表徵歷程者，則解題表徵的正確率，則以差異量未知題最高。（2）學生在比較類加減應用題的解題表徵類型，使用「書寫符號」的類型佔94%以上，至於在解題表徵提示的提示效果上，必須將數學學障學生的解題經驗從文字題的形式中，帶至親身經驗與角色扮演的表徵方式中，方能更正錯誤的解題表徵形式。（3）數學學障學生在比較類加減應用題中，出現解題表徵困難最多的是在解題表徵中「理解」階段，其中尤其以「關鍵字解題」的表徵困難類型居多。
根據上述結果，本研究對數學學障學生在數學解題教學與評量及未來相關研究提出數點建議。

The main purpose of this study was to investigate problem solving representation of addition and subtraction compare word problem on elementary students with mathematics learning disabilities .The problem solving accurate percentage、the problem solving representation types and problem solving representation difficulties were analyzed in the study. 25 elementary students with mathematics learning disabilities served as subjects. 「 Addition and subtraction compare problem test 」and interview were administered to all the subjects.
The major findings were concluded as follows:
1. The accurate percentage of problem solving representation from more to less were: 「compared unknown quality problem」、「discrepancy quality unknown problem」、「referent quality unknown problem」. If eliminate students who could make accurate representation, but had mistakes during the problem solving process or who couldn't explain the problem solving process, the highest problem solving representation accurate percentage was changed to「discrepancy quality unknown problems」.
2. Although above 94﹪ students used「written symbols」to make representations, the effects of repersentations were not satisfied . Experience-based and role-playing could effectively bring subjects into the problem s and therefore revised the problem solving representation mistakes.
3. The most difficulties on addition and subtraction compare problems were found in comprehension stage of problem solving process.
According to the findings, the author proposed suggestion to further research and application of the study to math education .

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