本研究旨在探討將樂高融入數學領域與直接教學法相較之下，是否能提升國小三年級資源班數學學習困難學生之數學學習成效。本研究採用單一受試研究法中的無原始基線期輪替處理實驗設計，以三位國小三年級數學學習困難學生為研究對象，實驗教學時間持續十週共十單元，每單元五節課，前四節課以直接教學法進行教學並於第四節課進行測驗，第五節課則以樂高融入數學進行教學，且於該堂課進行測驗。
研究結果顯示，三位研究對象在樂高融入教學後整體數學能力呈現上升表現，但根據數據顯示，只有謝生與周生之水準穩定度達穩定狀態，故樂高融入教學後，雖能提升整體數學能力，但會因研究對象之學習情況及個人特質而有所差異。
此外在數學學習內容「數與量」及「幾何」兩概念之學習成效在樂高融入教學後均有顯著之提升。

The purpose of this research is investigating whether LEGO integrated into the field of mathematics or “Direct Instruction” can improve the effectiveness of “mathematics learning disability” for third grade of elementary School students. This research is adopted the “alternating treatments design with no initial baseline phase” within “Single subject experimental design (SSED)”. The research objects is taken three students of the third grade in primary school who have mathematics learning disability. The treatment is uninterrupted spending ten weeks for total ten units, and there is five classes per unit. The first four classes are treated by direct instruction, and then examination is proceeded at the fourth class. The LEGO is integrated into mathematics for instruction at the fifth class, meanwhile the examination is proceeded in the class.
The research result show that the three research objects have promotional representation in their overall mathematics abilities. However, according to the data, only Student Xie and Student Zhou can approach to the stable stat by their stability level. Although, overall mathematics abilities of the research objects can promote after LEGO’s integration into the instruction, due to the learning situation and personal characteristics of the research objects will present variation.
In addition, learning effectiveness of the two concepts of mathematics content "Number and Quantity" and "Geometry" also have significantly improvement, after LEGO is integrated into the instruction.

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