本研究的目的在探討「整數乘法實驗教材」之實施成效及對國小三年級學童整數乘法解題表現、解題策略之影響，為了達成上述目的，本研究以新竹市一所國小三年級的兩班學童為研究對象，進行整數乘法教學實驗，另採用「整數乘法概念發展測驗」為研究工具。本研究的主要發現如下：

一、使用不同教材與不同數學成就對學童在整數乘法問題之整體解題表現上沒有顯著的交互作用。在整數乘法問題之整體解題表現上，實驗教材顯著優於現有教材；不同數學成就學童在整數乘法問題之整體解題表現上，高成就學童顯著優於低成就學童，中成就學童也顯著優於低成就學童，高成就學童與中成就學童則無顯著差異。

二、對於不同數學成就學童，實驗組中成就學童顯著優於對照組中成就學童，實驗組低成就學童顯著優於對照組低成就學童，實驗組高成就學童與對照組高成就學童則無顯著差異。

三、在解題紀錄格式不同的乘法問題之解題表現上，就「開放解題」的乘法問題而言，實驗教材顯著優於現有教材；就「乘法算式」的乘法問題而言，兩種教材並無顯著差異。在不同乘法問題類型之解題表現上，就「等組群」、「等量」的乘法問題而言，實驗教材顯著優於現有教材；就「乘法改變」、「乘法比較」、「陣列」的乘法問題而言，兩種教材並無顯著差異。

四、分析學童在整數乘法問題的解題策略。

The purpose of this study was to probe the effects of the integer multiplication experimental material as well as its influence to the primary school third graders on their solution performance and solution strategy in integer multiplication. To accomplish the above purpose, the researcher applied two classes of third graders in a Hsin Chu primary school as sample of integer multiplication teaching experiment. Also, the researcher applied the test of integer multiplication concept development as study instrument. There were several major discoveries found as follows:
1. Different teaching material and different mathematics achievement had no significant interaction to overall solution performance in integer multiplication. However, in overall solution performance of integer multiplication problems, the experimental material was obviously superior to the traditional material. In terms of students’ mathematics achievement on solution performance in integer multiplication, both high and middle achievement students were obviously beyond low achievements students. Yet, there was no significant difference between high and middle achievement students.
2. In terms of different mathematics achievement groups, both middle and low mathematics achievement students in treatment group were both superior to that in comparison group. However, there were no significant difference between high mathematics achievement students in both treatment group and comparison group.
3. As for the aspect of the different response mode in multiplication problems, in terms of “free response”, the experimental material was obviously better than the traditional material; yet, in terms of “multiplication formula”, no significant differences were found between both teaching material. As for the aspect of different multiplication problem types, in terms of “equal group” and “equal measures”, the experimental material was obviously superior to the traditional material. However, in terms of the multiplication problems such as “multiplicative change”, “multiplicative comparison”, “array”, there were no significant differences between both teaching materials.
4. This study also analyzed the solution strategy in integer multiplication of the third graders.

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