本研究旨在探討國小數學資優生運用畫圖策略解題但有不同解題表現者的解題過程差異；研究對象是由參加2003年亞太區小學數學奧林匹亞競賽臺灣區初賽錄取學生中選取運用畫圖策略解題次數最多但不同解題正確率的4名學生進行半結構性晤談，研究發現如下：4個個案的解題過程差異可分為四個方面來說：（一）圖畫表徵的內容差異（二）圖畫表徵的形成差異（三）圖畫表徵的運用差異（四）評估解答的差異。

　　　　　The purposes of the study are to understand the “drawing a diagram” strategies of mathematically gifted elementary students in solving problems, as well as what kind of different process responded to their questions. This study focused on the exam of students who were elected from the Pre-semifinal of Taiwan Olympiad Math competition in 2003. They were trained to compete in the Asia Pacific Olympiad for Primary Schools. Four students chosen from the contestants were interviewed in the semi-structure way. The research results show that there were four differences from their problem-solving process: (1) the different contents of the diagrammatic representation, (2) the different forms of the diagrammatic representation strategy, (3) the different applications of the diagrammatic representation, and (4) the different evaluations of the answer for the problems.