數學繪本配合國小現場的實務，以繪本內容為主軸，進行「閱讀課」教學，或以數學單元為主軸，進行「數學課」教學，除可豐富數學教學外，亦將有助於學生在日常生活中使用數學之知能，也厚實了數學學習經驗。數學繪本在閱讀課或數學課的運用，除使用閱讀理解策略外，還需使用數學解題策略；其中，「解釋閱讀材料提出理由支持」、「比較自己的經驗」、「歸納和推論」為閱讀理解的強勢策略，「模擬與操作」、「歸納或演繹」、「猜測與嘗試」為數學解題的強勢策略。基於單一數學繪本和數學教科書單元的內容互補，在低年級大都使用「以繪本情境為背景、以課本題型為基礎來布題」的教學類型、中年級大都使用「將繪本運用於部分概念教學活動中」的教學類型，而高年級則無較一致傾向的教學類型。將數學繪本運用於教學中，必須與教學目標有所關聯，才能讓孩子學到課程內涵的數學概念。

While using Math Picture book in elementary school on-site teaching practice, contents of the math picture book can be used as the spindle to teach "Reading Comprehension" classes or can be used as the math subject unit spindle in" Mathematic teaching". This type of using Math Pic Book will not only improve math teaching but also help students applying math knowledge learned in their daily life, and also enhance student math learning experiences. While applying Math Picture Book in elementary school reading comprehend or mathematics teaching, the Math Pic Book is not just using for reading comprehension strategies, it also needs to use mathematics problem solving strategies. Key Reading Comprehension strategies are “Comprehend reading materials and identify cause effect and provide supporting rations”, “Relate and compare to own experiences”, “Induction and Inference”. Key math problem solving strategies are “Simulation and Operation”, “Induction and Deduction”, “Trial and Error”. Due to the content complement among single subject math pic book and Math Text Book Teaching Unit, the teaching at the primary grade level is usually using “the scenery in the pic book as the background plus the type of questions in text book; the teaching at Middle grades level is mostly using the Math Pic Book in corporate with key concepts covered in teaching activities; the teaching in senior grade level has no consistent tendency on how to use pic book. While cooperating the math pic book in elementary school math teaching, the content of the Math Pic Book must align with the teaching objectives to help students learn the course contents and its math concepts.