本研究針對數學教育領域，探討針對國小一年級之基於雙語教育的數學桌遊教學之成效，並分析其施行情況。
本研究採用行動研究法，研究限定於數學18以內的加法單元中加入研究者所設計以欲罷不能做為基礎加以改編之數學桌遊且融入雙語教學模式，在兼具教師與研究者的身分下，分析當下之教學活動中學童對於數學的學習效果，同時評估對於雙語教學模式的適應情形。本研究透過學生回饋建議、教學錄影和教師教學札記等相關資料，彙整總體研究結果用以分析此一方式的教學可行性，最終提出以下研究結果。
一、 雙語數學桌遊能增強學生的學習興趣與動機，尤其在「認知」向度表現最佳，然而，英語能力較低的學生之學習興趣較低，且對於未來持續使用桌遊的意願不高。
二、 學生在學習動機方面顯示出主動學習的傾向，但對自身雙語數學的掌握信心不足。
三、 成功的雙語教學應依據學生的理解能力靈活調整教學內容和語言難度，同時設計出讓學生自然運用英語的情境，以提升其語言能力和學習信心。
最後本研究提出針對雙語融入數學桌遊教學之滾動式修正之客觀論點與施行此法之具體改善之建議，望有助於學界對於相關研究之教學設計與推行。

This study explores the effectiveness and implementation of bilingual education through mathematics board game teaching for first-grade elementary students in the field of mathematics education.
Adopting an action research methodology, the study integrates a researcher-designed and adapted mathematics board game based on "Unstoppable" into the addition unit within 18. By incorporating a bilingual teaching model and functioning simultaneously as both teacher and researcher, the study analyzes students' learning outcomes in mathematics and evaluates their adaptability to the bilingual teaching approach. Data were collected through student feedback, teaching videos, and teacher's teaching journals to compile overall research results and assess the feasibility of this teaching method. The study ultimately presents the following findings:
1. The bilingual mathematics board game enhances students' learning interest and motivation, particularly in the "cognitive" dimension. However, students with lower English proficiency exhibited less interest and had low willingness to continue using the board game in the future.
2. Students demonstrated a proactive learning tendency in terms of learning motivation but lacked confidence in mastering bilingual mathematics.
3. Successful bilingual teaching should flexibly adjust teaching content and language difficulty based on students' comprehension levels, while designing contexts that allow students to naturally use English, thereby enhancing their language abilities and learning confidence.
Finally, this study offers objective points for iterative revisions and specific improvement suggestions for integrating bilingual teaching into mathematics board games, aiming to assist the academic community in the design and implementation of related research.