本研究之目的為探討利用教師協同教學策略，設計及整合實體教具與數位教材的表面積教學方案，是否能有效解決國小學生學習幾何的困難。本研究採用設計本位研究法，首先組成共11人的研究團隊，包括一位數學領域專家及一位資訊教育專家，以及九位教師。而團隊中五人再組成協同教學設計團隊以設計教學方案。本研究參與者為桃園縣某國小五年級3個班及六年級1個班，共131位學生。研究期間為2012年2月至2013年5月，共計15個月。研究發現透過教師協同教學策略，可輔助教師對數學表面積的教學歷程，深入掌握表面積實際教學所涵蓋的各式問題，及制訂因應之問題解決策略。透過教學設計，讓學生展開小組合作學習，不但增進學習興趣亦可克服學習困難。此外亦發現，透過教具融合多媒體的教學設計，的確能讓學生產生學習興趣，對於學生的幾何學習產生助益，但衍生的班級經營及教具太昂貴等問題，亦是日後須克服的問題。本研究最後根據研究結果對行政單位與將要進行表面積教學的教師提出教學上的建議。

The purpose of this study was to focus on developing a teaching program for surface area that integrates physical manipulation and multimedia using a collaborative teaching design in order to solve the difficulties students face learning geometry. In the study, design-based research was adopted. First, a team consisting of eleven teachers, including a math expert, an IT education expert and nine experienced teachers, was set up. Five members of this team developed a teaching program using a collaborative teaching strategy. A total of 131 students from three fifth-grade classes and one sixth-grade class participated in the study. After the experiment, we found that the teachers' collaborative teaching design was a feasible solution. Using an appropriate teaching design can allow students to learn in small groups, not only enhancing their interest in learning but also overcoming their difficulties in learning. We found that teaching programs integrating physical manipulation and multimedia can enhance students' interest in learning and facilitate geometry learning. However, there are two drawbacks to this design. First, classroom management is a challenge, and second, the physical manipulations are expensive. The study ends with some suggestions to teachers regarding the teaching of surface area.