小學數學輔導教學教師進修班簡撮了推行輔導教學的一些要點，提出如何找出個別學生的弱點，並加以輔導以及怎樣安排單元式的短測驗，並提供輔導教學的教材，以供數學教師之用。

The authors point out that memorizing the multiplication table is a difficult task to almost all primary pupils, and usually a painstaking one. In such a context, instead of attempting to discuss the development of the concept of multiplication, this article is to address the problem of memorizing the multiplication table. The authors suggest that the memorization sequence should be reconsidered. Mathematics learning involves the learning patterns, and that the use of patterns to assist children to remember the multiplication table. For the multiplication of seven where the pattern is not obvious, they also suggest the use of games and activities to change the tedious task of rote-memory into fun so that children are willing to repeat and recite many times without feelings of boredom and pain.

This paper attempts to facilitate the enhancement of students' problem-solving ability by use of day-to-day Mathematical problems. The author uses examples and shows that day-to-day Mathematical problems, if presented well, can serve the same purpose as non-routine or contestant questions.

作者指出，不少數學教師均認為學生必先有穩固的運算的基礎才能掌握有關之數學概念及關係，因此他們傾向教授運算規則而不涉及概念理解；在小學或成績低下的班級中，尤其如此。針對這種想法，作者說明學習數學公式或程序的複雜性並討論理解與學習運算分離所存有的問題。抽離數學意義的教學方式，長期來說只會帶來更多學習問題和困難。作者從兩個不同進路展析，一方面從心理學角度考察進行或重覆運算程序時的智性過程及記憶容量的限制等；另一方面則從哲學角度，藉著「數學認知的三角關係」，說明數學知識的獨特性與及其意義溝通的關係。最後，作者綜合幾種確認理解作為重要的數學教育目的的理論觀點，加強以上的結論。

作者指出，很多人認為在普及教育政策下，學生唸不好數學是因為數學課程太深，內容太多，只要教淺一些，少一些，問題便可解決。故作者提出一套另類的想法，就是把數學課變得更富數學味道，務求以數學的內在美誘發學生的學習動機。

Background This study examined the effects of different approaches to teaching learners with mild intellectual disabilities to solve mathematical word problems. Method Thirty Chinese students with mild intellectual disabilities from a special school in Hong Kong were taught using conventional instruction, worked example instruction, and cognitive strategy instruction. A cross‐subjects experimental design was used to compare the effects of the three instructional approaches on immediate and delayed tests. Results Students presented with worked example and cognitive strategy instruction solved more problems correctly and generally outperformed students presented with conventional instruction in both immediate and delayed tests. In addition, learners receiving worked example and cognitive strategy instruction were more able to maintain and generalise their previous knowledge and skills to solve novel problems than those receiving conventional instruction. Conclusions The findings indicate that learners can profit from worked example and cognitive strategy instruction which can promote problem‐solving skills and mathematical learning.
[Copyright of Journal of Intellectual & Developmental Disability is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13668250500349409]