本研究是針對幸福小學四年級404班級中五位補救教學學生。教師運用多元智能教學於原班級的數學課程，探討補救教學學生的學習成就與學習狀況改善情形。另外，為避免忽視班級內其他數學成績落後學生的學習，也一併探討其數學學習成就提升狀況。研究方法採質量合併研究法，蒐集學生四次數學段考成績、學生上課投入性與成就性記錄、學習單與學習落後學生學習狀況改變記錄等質性與量化資料、並訪談每位學生和原班級數學任課教師。依據本研究的初探結果，包括(1)五位四年級補救教學學生在數學段考校排序明顯進步；(2)補救教學學生反應喜歡班級內數學活動與數學成績進步的歡愉；(3)補救教學學生的數學學習態度確實有改善；(4)有提升班級內成績後35%學生數學學習成就的效果；(5)完成建構尊重學生學習權的優勢智能組合程序，顯示運用多元智能理論教學，可以提升班級內補救教學學生的數學學習成效。因應本研究的發現，對於未來教學建議有三點，可供教學者參考，包括(1)對於班級內補救教學學生，建議同時運用個人的優勢智能於課後的輔導教學；(2)建議教師嘗試運用學生的優勢智能組合於國語及英語的補救教學，以及(3)教師整理學習單的學生學習困難，利用早自習、下課時間與下一節課的複習時間進行輔導，有助教師對於學生學習問題的學習改善。

This study was conducted to investigate the learning achievement, learning status, and learning method improvement of five remedial teaching students in the fourth grade 404 class at Happiness Elementary School by integrating multiple intelligences theory （MIT） into the mathematics curriculum. In addition, to avoid neglecting the learning of students who were behind in mathematics, we also investigated their learning achievement. According to the preliminary findings of this study, (1) five fourth-grade remedial instruction students showed significant improvement in math section test ranking; (2) remedial instruction students enjoyed in-class math activities and improved math scores; (3) remedial instruction students' attitudes toward math learning improved; (4) math learning achievement of the bottom 35% of students in the classroom improved; and (5) a combination of dominant intelligences that respected students' right to learn and the use of multiple intelligences theory of instruction could improve the math learning outcomes of remedial instruction students in the classroom. In light of the findings of this study, there are three recommendations for future instruction that can be used by teachers, including (1) for remedial instruction in the classroom, it is recommended that individual strengths be used for remedial instruction after class; (2) it is recommended that teachers try to use a combination of students' strengths for remedial instruction in Mandarin and English; and (3) teachers organize the learning difficulties of students in the study list and use the morning study period, the end of class time, and the review time of the next class to provide remedial instruction to help teachers improve the learning of students' learning problems.