網路上關於國中數學教材的呈現方式偏重於循序單向的展示，以至於有些學生在瀏覽後只能似懂非懂。當學生點選課後評量來評鑑個人的學習成果，得到的回饋只是對或錯，但對於錯誤原因或迷思概念，欠缺適時且確切地指導。 針對上述問題，本研究主要目的是建立一個針對基礎數學學習者的線上評量與迷思概念導正工具。學習者在多項式四則運算的解題過程中，如果解題步驟中出現錯誤，系統能即時告知錯誤的原因，以導正學生的認知過程，可作爲補救教學的輔助工具。 爲評估線上評量與迷思概念導正工具對學習者進行補救教學的成效，研究之樣本爲臺中縣立大甲國民中學二個一年級班級，一班爲實驗組另一班爲控制組，實施爲期五週共十小時的補救教學。每週於補救教學結束後，進行多項式四則運算成就測驗的後測評量，將得到的資料做統計與分析。 本研究採前測、後測之準實驗研究設計，資料分析採用獨立樣本t 考驗、單因子共變數分析及描述統計方法。本研究所獲得結論敘述如下： 1.線上評量與迷思概念導正工具，可診斷不同類型之錯誤，學習者隨時隨地皆能進行適性化之補救教學。 2.接受線上評量與迷思概念導正工具進行補救教學的學生，在經過一段時間後，學習成就測驗上的表現會高於接受傳統講述式進行補救教學的學生。其顯示之意涵爲要改變學生既有的迷思概念不是短期內可達成的。此一現象正突顯了線上評量與迷思概念導正工具，在長時間的教學輔導過程中，可降低教學者負擔方面的價值。

Today, the presentation of online mathematical instructional materials tends to be sequential and one-way. As a result, students obtain fragmental and vague concepts after browsing Web pages containing these materials. In addition, when students want to evaluate their learning performance, what they can receive is only a grade, instead of the specific explanations about their mistakes or misconceptions. To address the above problems, this work aims to build an on-line assessment and misconception correction tool for those who learn fundamental mathematics. The students learn how to solve polynomial equations through the tool. Whenever students make any recognized mistakes during the solving process, the tool instantly assists them to explore the reason of making mistake. These responsive feedbacks are helpful to guide them toward the correct direction during their cognitive processes. Thus, this tool can be used as a teaching assistant for remedial learning. To evaluate the effectiveness of this tool, a quasi-experimental design was implemented in this study. This research sampled two classes (Grade) that enrolled in Tachia Junior High School in Taichung County. One is taken as the experimental group and the other as the control group. During a five-week period, the experimental group accepted total ten-hour remedial learning through the tool, while the control group takes traditional instruction. After every week of remedial learning, a post-test is conducted in order to collect data for statistical analysis. The collected data is analyzed by T-test, One-way ANCOVA and descriptive statistic method. The findings through this work are described as follows: 1. On-line assessment and misconception correction tool can diagnose the different mistakes of students. It could serve as an assistant for adaptive remedial instruction. 2. After five weeks of trial, the students who utilized the tool obtained significantly higher learning achievement than those who enrolled in the traditional instructional environment. It implies that correcting students' misconception about Mathematics should not be regarded as a short-term task. This phenomenon further reveals the value of this tool in reducing instructors' burden with repetitive and long-term correction tasks.