| Summary: | 碩士 === 國立嘉義大學 === 數學教育研究所 === 99 === This study applied the method of case stdy to investigate the factors which affect the disadvantaged low and middle graders’ mathematic learning. One public elementary school of grade 1 to garde 4 students were selected to participated into the test to select the disadvantaged students. Therefore, there were 7 1st-graders, 9 2nd-graders, 13 3rd-graders, and 9 4th-graders were clarified as disadvantaged students. The results showed:
1. The basic mathematic achievements of the disadvantaged students don’t have a direct relationship with their ethnic background.
2. Grade two on the topics of "number and operation"and "quantity and the measurement", as well as the grade four on the topic of "algebra" have statistically significant differences between disadvantaged students and general students. In addition, disadvantaged students for each grade performed the worst on the topic of "algebra".
3. The background of the disadvantaged students’ mathematic achievements do not have a significant difference as compared with other groups. However, there are differences on social capital, such as parental education participation, family norms, parents-teachers relationship, and the education support of the neighborhood.
4. The teacher was aware of the main reasons which resulted in the disadvantaged students’ learning difficulties and are confident of finding out students’ misconceptions on mathematics. In addition, the relationship between teacher and students do not affect students’ mathematics performance.
5. Positive parenting attitudes and after school education help disadvantaged students’ learning on mathematics.
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