本文為差異化教學運用在國小六年級數學領域的實踐歷程，藉以提升學生數學學習成就及學習態度。課程實踐自2014年2月至5月，以苗栗縣某一國小班級為實踐場域及對象，過程以學習單、學習日記、觀察、訪談等質性資料的蒐集，以及學習成就前後測、學習態度量表前後測等量化資料的分析，以了解學習成效之表現。透過實踐歷程，本文提出結論與建議如下：一、差異化教學適用於學生差異程度明顯的課程內容。二、差異化教學流程須視學習內容彈性調整。三、分站學習可依學習內容採興趣分站或能力分站。四、靈活運用異質及同質分組，可有效增進學習成效。五、運用區分層次學習單檢視學生學習困難點，做為補救教學之依據。

This paper is about the practical process of using differentiated instruction in mathematical area for the sixth grade students, to enhance students' mathematics learning achievement and learning attitude. The process was carried out from February to May in 2014. One sixth grade class in Miaoli county was participated in the practical process. The qualitative data were collected by worksheet, learning log, observation notes and interviews. The quantitative data analyzed were from the achievement pre-test, achievement post–test, learning attitude pre-test and learning attitude post-test. Through the practical process, this paper presents conclusions and recommendations as follows: First, differentiated instruction applies to the content of significant differences between students. Second, the procedures of differentiated instruction should be adjusted flexibly according to the learning contents. Third, according to the learning contents, the sub-stations could divide into interest or ability. Fourth, flexible use of heterogeneous and homogeneous grouping could effectively enhance learning effectiveness. Fifth, use the distinguishable learning sheets to examine students’ learning difficulties could be the basis of remedial instruction.