本研究旨在探討敘事力融入數學解題歷程教學對提升國小六年級學生數學解題能力之效果，其目的如下：（一）設計一套以敘事力融入國小六年級數學解題歷程之課程教案並實踐；（二）探討學生對敘事力融入國小六年級數學解題歷程教學的態度；（三）探討將敘事力之培育活動融入國小六年級數學解題歷程教學，對學生解題能力之影響。本研究採取單組前後測準實驗研究法，以國小六年級四個班級共22位學生為研究對象，教學實驗為期2週共4節課。研究工具包含自編數學解題測驗和半結構訪談大綱，將所得資料以無母數Wilcoxon符號等第檢定、簡單線性迴歸、訪談內容進行分析。研究結果如下。
一、敘事力融入數學解題歷程教學，可以提升六年級小學生數學解題能力。
二、在敘事力融入數學解題歷程教學中，尤以「文本閱讀」、「閱讀理解提問」、 「提
供表徵轉換材料」、「總結活動」等教學活動最為重要，有助於學生在認知及情意
面向上有正向轉變，並提升解題的動機和興趣。
最後根據研究結果提出建議，以供國小數學科教學與未來研究之參考。

This study aimed to explore the effect of integrating mathematical problem-solving processes instruction with narrative in improving the sixth-grade students' mathematical word problem-solving skills. A one-group pretest-posttest quasi-experimental design was implemented, and the experiment was conducted for 4-days. The participants were 22 sixth-grade students from four classes. In this study, Wilcoxon sign rank and simple linear regression was conducted to reveal the differences between pretest to posttest, and the contents of the semi-structured interview were conducted with the qualitative analysis. Results showed that:
1. Integrating mathematical problem-solving process instruction with narrative can help students have a positive change not only in cognitive and affective domains, but also enhance their motivation and interest in math word problem-solving.
2. Integrating mathematical problem-solving processes instruction with narrative can improve students' mathematics word problem-solving skills.
3. "text reading", "reading comprehension ", "provide representations " and "summary activities" are the most important part of Integrating mathematical problem-solving processes instruction with narrative.
Finally, the use of narrative provides a promising and implementable instructional approach that can improve students’ mathematical word problem-solving skills, motivation, interests, and perhaps other subjects as well.

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