本研究之目的在於：一、探討關鍵概念面質教學策略，對國小四年級學生分數概念改變之影響。二、探討關鍵概念面質教學策略，對國小四年級學生分數數學成就之影響。本研究以準實驗研究法，學生瑞文氏智力測驗為共變量，以單因子共變數分析統計法進行分析；並同時蒐集上課語料、課後訪談和學生學習日誌內容進行質性分析以瞭解概念改變歷程。研究結果發現：1.成就測驗部份，「關鍵概念面質策略教學組」優於「非關鍵概念面質策略教學組」；定期評量部份，「關鍵概念面質策略教學組」平均數高於「非關鍵概念面質策略教學組」，但未達顯著水準。2.學生在關鍵概念面質教學過程中確實發生概念改變。因此，「關鍵概念面質教學策略」在與學生建立互信前提下，以面質學生迷思概念為教學重點，能在目前小學有限之數學教學時間內順利進行；「關鍵概念面質教學策略」能提升學生反思能力，且能將習得概念遷移至解決較複雜認知層次之問題，並不會使學生在數學評量上成績低落。

It is an experimental research on constructivist models of mathematics teaching (CMMT). The researcher redesigned the lesson plans for CMMT and demonstrated that the precise CMMT would bring up the critical ability of students and improve their mathematics achievement.After testifying the results of this research, the researcher found that the CMMT is quite doable in Taiwan and helpful for students to improve their logical and critical thinking of mathematics. In addition, this finding also proved that adapting CMMT would not lower down the grades of students in their mathematics examinations.Nevertheless, the researcher provided several recommendations to teachers, textbook editors and other researchers. Hopefully, these ideas would bring the attention to those experts in conducing certain measurement of mathematics.