本研究目的在研究弱勢與非弱勢家庭大班幼兒的數學能力差異，以分層隨機取樣，
選取苗栗縣接受「扶持五歲幼兒教育計畫」補助的弱勢家庭，大班幼兒 60 位，以及非
弱勢家庭大班幼兒 60 位，為本研究參與者，施以「幼兒數學能力測驗」中文版，測得
「非正式數學能力」與「正式數學能力」 ，比較其差異，發現弱勢家庭大班幼兒「非正
式數學能力」與「正式數學能力」整體以及多項分項能力表現都低於非弱勢家庭大班幼
兒，發展幼兒數學提早介入方案，及早縮小弱勢家庭幼兒數學能力與一般幼兒的差異，
為本研究重要建議。

The purpose of this study is to investigate the differences of kindergarteners’
mathematics abilities between the families with the disadvantaged home background and
those without. The stratified sampling methodology was applied to select 120 participants, of
which 60 were from the families registered in the Governmental Program for Supporting the
Disadvantaged Families of Young Children. 120 young children were measured by the Test of
Early Mathematics Ability—second version, TEMA-II. This research demonstrated that many
different domains of mathematics abilities of kindergarteners from disadvantaged families
were worse than those from non-disadvantaged families. Intervention program for
disadvantaged families was drawn as an important suggestion of this study.