從前繪本大多是用在幫助幼兒提升語言發展，近年來有愈來愈多文獻將兒童文學與數學連結在一起。許多研究指出，藉由兒童文學來教導小朋友數學，可以讓小朋友在學習數學時更有趣、加深學習印象、提升學習動機、讓學生更會解決問題、並更會將數學概念和個人生活經驗做結合。本研究旨在探討如何將繪本運用於數學教學活動中、設計數學創意教案，並探討其成效，另外也希望能藉由質性資料的分析，了解繪本對學齡前幼兒數學思考能力之影響。本研究採準實驗設計，研究對象為幼兒園學童，分實驗組及對照組，實驗組接受八次結合繪本與數學創意教學的實驗處理，對照組則接受相同的數學概念教學，但不用繪本引導，也不引導小朋友做數學創造思考的探索活動。本研究邀請幼兒園在職教師參與，共同設計教學內容，另外，與實驗組教師每週舉行教學研討，討論教學的優缺點及如何改進。在量化成果方面，共變數分析結果顯示在水的保留概念以及加法兩個題目測驗結果呈現顯著，在質化成果方面，研究者在進班觀察過程中發現許多小朋友的創意以及小朋友敏銳的觀察能力，也發現藉由繪本能激發幼兒的好奇心與求知欲。

The majority of early studies on the use of picture books investigated their influence on language development. Recently, there has been an increase number of studies make connection between children’s literature and mathematics. Many studies indicated that children’s literature can support the learning of mathematics. By connecting picture books and mathematics make the math class more interesting, children are motivated, become more able to connect mathematical ideas to personal experiences and become better critical thinkers and problem solvers. This study is a pretest-posttest quasi-experimental design. Besides quantitative data, the researcher also collected qualitative data through following documents: observation; interview; analyze records of teaching activities, teacher journals and researcher journals; children’s worksheets; children’s written and drawn work in response to problems. The purpose of this study is to understand how to connect picture books with mathematical activities, how to design mathematical creative programs, and to investigate the effects. The results of ANCOVA show that children in the experimental group are better than children in the control group regarding to concept of conservation and addition. The qualitative results show that picture books can inspire children’s curiosity, creative ability and enthusiasm for learning.