本研究旨在探討希望理論融入國小數學學習領域的教學對五年級學童希望感、內 隱智力信念和學業成就的影響。研究者選取臺中市某國小五年級兩班 58 名學 生，以「不等組前後測和延宕測」之準實驗設計進行研究。研究工具為數學希望 感量表、數學内隱智力信念量表和數學學業成就測驗，以多變量共變數分析和單 因子共變數分析進行統計檢定考驗，並用單元活動回饋表和課程總回饋表蒐集實 驗組對實驗課程的意見。研究結果如下：（1）實驗組在數學希望感的立即效果 和保留效果顯著優於控制組；（2）實驗組在固定智力信念的立即效果以及保留 效果和控制組無顯著差異，在增長智力信念的立即效果和控制組有部分差異，而 保留效果則顯著優於控制組；（3）實驗組在數學學業成就的立即效果和保留效 果顯著優於控制組；（4）實驗組學童對於此實驗予以正面的評價。研究者根據 結果提出建議，以提供國小數學教師、學校行政單位和未來研究者參考

The purposes of this study was to investigate the effects of integrating hope theory into mathematics learning area on students' hope, implicit intellectual beliefs, and academic achievement in fifth-grade elementary school students. The study was conducted by adopting nonequivalent groups of quasi-experimental design, included the pretest, post-test, and follow-up test. The subjects were 58 students from two classes in Taichung City. “Mathematics Hope Scale” ,“Mathematics Implicit Intellectual beliefs Scale” and “Mathematics Learning Achievement Test” were used in this study. Data was analyzed by using MANCOVA and ANCOVA statistical technique. Each unit feedback lists and all lesson feedback forms were both used to realize the experimental group students’ responses and opinions. Results showed that: (1) The experimental group had significant differences in the mathematics of hope on both the post-test and follow-up test, (2) There were no significant differences between the experimental group and the control group on the mathematics implicit intellectual beliefs of entity in both the post-test and follow-up test. Besides, the experimental group had partial significant differences on the mathematics implicit intellectual beliefs of incremental than the control group on the post-test , and had significant differences on the follow-up test.(3) The experimental group had significant differences on the mathematics achievement than the control group on both the post-test and follow-up test. (4) Based on the lesson feedback, most experimental group students expressed recognition. The researcher would also provide some suggestions for mathematics teachers, educational administrative institutions and further researchers.