本研究旨在瞭解原住民幼兒在幼兒園學習數學的歷程，並探究經由幼教師運用適合原住民幼兒學習數學的引導方式後，原住民幼兒獲得數概念之學習成效。採質性研究法，運用實際的教學活動、幼兒與同儕互動情形及使用教具獨立學習等，並透過觀察、訪談與教師的教學省思等資料分析，真實呈現幼兒建立數概念教與學之歷程。研究發現如下：一、研究前透過研究工具的測試，瞭解3位原住民幼兒在「計數與基數」、「數的合成與分解」、「心算」、「讀寫數字」等數學能力上，較為低落。二、幼教師運用「遊戲」、「大肢體活動」及「可操作性」等數學的學習形式，可提高幼兒學習數學的意願。三、經搭配有系統的〈教具〉引導後，3位原住民幼兒在數能力的表現上都有明顯的進步。

Many past studies have found that aboriginal students learn mathematics with poorer performances. Aboriginal students tend to fall behind non-aboriginal students at the school in general. The purpose of this study aims to understand the teaching process of early childhood mathematics in a aboriginal kindergarten. And also to know the learning effects through appropriate guidance. This study used qualitative research method. Data collected by teaching activities, interaction observing, interviews, and teaching reflections. The findings are as follows: 1. Through a research tool to test three aboriginal children, the performances of the “basic counting” “basic addition and subtraction”, “mental arithmetic”, and “mathematical literacy” show definitely lower. 2. While the teacher conducts the mathematical activities, the three aboriginal children can feel interest and the pleasure from participation. Especially game-play, physical activities, and manipulable learning methods provide the children a greater willingness to learn. 3. Through the teacher leading the students with different teaching activities of how to learn math, the performance of the three children has shown obvious progress.