為促進學童學習解決數學應用問題，研究者提出兩種不同之教學模式：「直觀解題」與「方程式解題」。而本研究主要探討：（一）不同教學模式之教學效果；（二）同時接受兩種不同教學模式時，學童解題之傾向。針對5種例行性之應用問題，研究者根據不同的教學模式分別設計出兩份等同之教材。研究者由桃園縣秀秀國小17班六年級學童中隨機抽取3班作為本研究之樣本班級，其中2班分別教授不同之教學模式並以準實驗設計進行成效分析，而第三班則同時教授兩種教學模式並以問卷調查法進行傾向比較。另外，研究者進一步考量4種解題因子，以及依據各樣本班級學童前一學期之數學學習成績進行3程度之能力編組。
本研究之主要發現有：（一）不論從整體表現、或應用問題種類、或解題因子，研究資料皆顯示「直觀解題」教學模式對不同能力組別學童之協助都顯著較「方程式解題」多；（二）學童解決數學應用問題時，傾向透過「直觀解題」方式進行解題。

To facilitate students’ learning of solving word problems, two instructional modals were presented: “solving by second intuition” and “solving by equation”. The aims of the study tried to reveal: (1) the effects of these instructional modals, and (2) the inclination of students if they were taught under both modals. Two parallel coursewares were designed for 5 familiar types of word problems and three 6-grade classes were randomly selected from seventeen classes at “Shio Shio” primary school in Taoyuan County as sample classes of the study. From those sample classes, two were taught with different modals, and the rest was taught both. Two methodologies were employed：“Quasi-experiment” and ‘‘Questionnaire survey’’. Moreover, 4 factors of solving problem skills were identified, and students in each class were classified as 3 level groups according to their final mathematics examination scores at 5-grade.
The main findings of the study were: (1) from distinct perspectives, such as: overall performance, types of word problems, and factors of solving problem skills, it had statistical significant evidences that “solving by second intuition” could help almost all different level groups having remarkable gains than “solving by equation” on solving word problems; (2) students trended to utilize “solving by second intuition” modal when they were solving word problems.

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