本研究進行了一整學年與數學課程同步實施的補救教學，探討此種運作方式對八年級數學低成就學生的影響。結果顯示：一、實驗組六個時間點施測的成績呈現顯著進步，其中學校段考的T分數與對照組無顯著差異，而檢測卷簡易題正確率的T分數則邊緣顯著地高於對照組，顯示補救教學具提升數學基礎能力的傾向。二、實驗組檢測卷的空白率邊緣顯著地低於對照組，顯示實驗組學生在答題上較有嘗試作答的動機。三、補救教學實驗教師在課程中採取各種認知與動機的策略，並對實驗效果提出回饋與評論。整體而言，持續一學年的補救教學對八年級學生數學成就與答題動機上具有提升的趨勢，本研究最後討論此一成效的影響因素，同時指出配合學期課程同步進行的數學補救教學的優點與限制。

This study investigated how and to what extent mathematics remedial instruction can influence eighth grade low-achieving students, particularly when conducted in conjunction with regular semester courses. The results indicated that in the 6 assigned time intervals, the T-score of the experimental group exhibited significant progress compared with that of the control group, and the students’ performance in their monthly tests exhibited no significance. In addition, the correctness rate of the simple examination questions of the experimental group was significantly higher than that of the control group, indicating that remedial instruction could enhance the students’ fundamental mathematics ability. Moreover, the blank rate of examining the experimental group was significantly lower than that of the control group, indicating that the experimental group demonstrated superior willingness and motivation to solve problems. Additionally, the participating teachers who conducted remedial instruction employed various inspiring cognitive strategies in the classroom. Overall, the remedial instruction, which was conducted for one school year, potentially enhanced the 8th grade students' mathematics achievements and problem-solving motivation. This paper concludes with a discussion on the effective factors, indicating the prospective advantages and limitations of mathematics remedial instruction when it was conducted in conjunction with regular semester courses.