植基於國小五年級學童「整數運算規則」的學習困難，研究者自編「迓媽祖，學數 學」文化情境融入整數運算規則之補救教學活動，嘗試瞭解補救教學成分對個案學童的助 益，並從中探究個案學童的學習表現。透過學習單、訪談、前測、後測、課室觀察等方式 進行資料的蒐集與分析，研究發現：一、個案學童在補救教學前的學習困境有：誤解運算 的規則、算式拆解錯誤、忽略運算符號的順序改變、忽略括號、需依賴紙筆計算解題等； 二、藉由師生間的問答、不同解題方式的提供、口頭或上臺發表解題等方式，可刺激學童 思考，有助於整數運算規則的理解與學習；三、將真實的文化情境─「迓媽祖」活動融 入整數運算規則教材中，除可使學童對生活情境中的民俗活動有更深入的瞭解、亦能有效 提升學童的解題答對率。

The main purpose of this case study was to investigate the learning performance of 5th graders in theculture-situated remedial instruction on “operation.” Through the pretest, posttest, observation, worksheets, interview and related documents, the findings of this research were as followed: 1. Before remedial instruction, students’ difficulties in learning “operation” included computational error and the inability to understand the laws of operation and so on; 2. The interactions between teacher and students, providing different solutions of problems and opportunities for students to present orally could stimulate and help students to think and to learn “operation;” 3. The culture-situated activities “Matsu Festival” could help students have a better understanding of the culture and enhance their interest in learning. And after remedial instruction, students’ performance in the post-test was better than the performance in the pre-test.