本研究旨在篩選出未來在數學學習方面可能會有困難的幼兒，瞭解其身心特質與問題特徵，再透過數學學習活動教育介入，評鑑數學學習活動教育介入對未來在數學學習方面可能會有困難的幼兒之學習效益。第一年先以269名臺北市公私立幼稚園四歲幼兒為對象，透過一對一訪談，以幼兒數學能力測驗為工具，第一階段抽取出51名幼兒為目標受試；第二階段再選出年齡小於五十五個月的二十名受試幼兒，後輔以幼兒智力測驗篩出15位幼兒為第二年介入與評鑑的受試對象，並進行園內團體活動、角落／分組活動、與個別活動觀察，且收集教師評量紀錄與幼兒感覺動作測驗分數建立其發展與學習資料。第二年進行教育介入活動及評量，受試幼兒11位為實驗組，3位為對照組。教育介入活動為期六週，每週兩次，每次三十分鐘。研究者建立了受試幼兒的前測、後測、及一個月之後的保留後後測數學能力測試資料。結果顯示：數學遊戲活動的介入確實提升了受試幼兒的數學能力，而且教育介入活動亦具有保留成效。綜合家庭訪問與教師訪談，受試幼兒數學能力較弱，可能與其數學學習經驗較少有關。

In the first yesr, the purpose of this study was to find the four-year-old children who could have mathematical learning difficulties in the future. A total of 269 children were examinated by one-to-one clinic interview using the Test of Early mathematics Ability (TEMA-2). There were 51 children left and again selected by the sage less than 55 months. Then, 20 children were further screened by the Wechsler Preshool and Primary Scale of Intelligence (WPPSI). It was found 15 children as the intervention targets next year. Also, the observation and teacher's reports about the target children's learning in the classroom, as well as the children's scores of Sensory Integration Test (SIT) were collected. This study established those target children's developmental data. During the second year, the six-week intervention programs were developed. A samples of 11 subjects (3 boys and 8 girls) left and participated the intervention of mathematical activities twice a week, 30 minutes each time. The evaluation of pretest and posttest showed that the intervention programs were effective for those target children in their development of mathematical abilities. Also, most of their learning retention exists after the intervention one month. By the interview with parents and teachers, the researchers found that the default of mathematical learning experiences could be the reason why those targets showed learning difficulties in their mathematics thinking.