本研究旨在探究繪本教學對於幼兒數量保留概念之影響。研究者針對26 名中班幼兒，使用「幼兒數學能力測驗 (Test of Early Mathematics Ability- Second Edition，TEMA-Ⅱ)」工具進行前測，篩選出18 位未具備數量保留概念之幼兒，依照分數高低進行S 型分組，分實驗組與控制組，每組各有5 男4 女，共18 位。實驗組進行數量保留概念繪本教學；控制組進行基數概念繪本教學。教學後兩組再次施測TEMA-Ⅱ測驗工具並進行分析。研究結果發現，數量保留概念繪本教學能有效提升幼兒數量保留概念之能力。

The purpose of this study is to investigate the effects of the storybook instruction to children's learning of number conservation. Before the experiment started, researchers adopted the「Test of Early Mathematics Ability- Second Edition，TEMA-Ⅱ」to test twenty-six 4-5 year-old preschoolers’ understanding of number conservation. Eighteen children pretested as not mastering the number conservation concept participated in this study, half assigned to the training group with the instruction of number conservation using storybooks and the other half, control group with regular counting instruction. The same TEMA-II test items were administered to these preschoolers after the experiment. Results showed that the instruction of number conservation using storybooks effectively accelerated children’s understanding of number conservation.