五專護理科的部分專業科目會涉及數學中分數除法的運算，例如護理科的基本護理學（五專二年級課程）中靜脈輸注的注射速率計算；或是社區護理學（五專四年級課程）中相對危險比的計算。而部分護理專業教師認為五專護生的數學低學習成就是影響專業科目學習成效不佳的原因之一。本研究主要的目的為探討五專護生在數學分數除法的基礎能力。研究方法採量化研究，透過期中考試增列分數除法單元，以普查方式進行資料蒐集後，並利用電腦讀卡機進行資料建檔作業。本研究的對象為北部某醫護專科學校護理科五專一、二年級學生，分成實驗組和對照組。實驗組班級在課程中會針對數學分數除法的概念性知識進行課堂複習，同時也會給予課堂練習和隨堂測驗。對照組則不予課堂複習。實驗組回收有效總試卷1,183 份，對照組回收有效總試卷221 份，本研究總回收有效試卷為1,404 份。本研究的結論發現，不同年級和性別的護生在分數除法的基本素養上，均沒有顯著的差異。但是，經由課堂複習，護生的學習成效有顯著差異。其次，本研究的結論顯示，護生在分數除法的主要錯誤類型有三：兩種概念性知識的錯誤類型和一種程序性知識的錯誤類型。

Some of the major subjects for nursing students involved the calibration of mathematical division. For example, the injection rate of intravenous fluid in Basic Nursing (a second year course) and the relative risk rate in Community Health Nursing (a fourth year course). Some of the hypothesis assumed that the low mathematical ability affected the learning achievement in these nursing major subjects. The aim of this study is to explore and compare the mathematics proficiency in division among junior college students. A quantitative study was conducted for data collection. Total of 1,404 first and second year students participated in this study. They were divided in the two groups, one is experimental group (1,183 students), and the other is the control group (221 students). There was no significant difference among students in mathematics division proficiency. However, three error types made significant differences. The results were indicated in the conclusion section at the end of this study.