本研究以基隆市國中生學習狀況資料庫的資料，分析1,585名學生在五學期放學之後，寫數學回家作業時間成長和家人支持成長軌跡，並瞭解寫數學回家作業時間和家人支持成長對數學學習成績的影響。經過潛在成長模式分析獲得結論如下：國中生放學之後，寫數學回家作業時間成長和家人支持成長軌跡呈直線式下降，七年級下學期寫數學回家作業時間及家人支持最多，九年級下學期較少。七年級生放學之後，寫數學回家作業時間和家人支持愈多，在九年級下學期數學科學習成績愈好；而國中生五學期寫數學回家作業時間成長對於九年級下學期數學學習成績提升效果，家人支持成長沒有提升效果。本研究特色在於發現，國中生放學之後，寫數學回家作業時間和家人支持成長呈直線下降，寫數學回家作業時間和家人支持對數學學習成績有提升效果。針對結論，深入討論，提出建議。

This study used the data from the learning status database of junior high school students in Keelung city to analyze the growth trajectory of 1,585 students’ homework time for mathematics after school and family support in the five semesters, and to understood the impact of homework time and family support on mathematics learning performance. After analyzing the latent growth model, the conclusions were as follows: After school, the growth trajectory of the time for homework and family support for junior high school students was linear decline less. After school, seventh graders spent more time doing math homework and family support, and the better their math performance in the second semester of ninth grade; and the increase in the time for junior high school students to do math homework in the fifth semester had a significant impact on their math performance in the second semester of ninth grade, family support growth had no improvement effect. The characteristic of this study was that after school, students spent the time to do homework for mathematics and the growth of family support have dropped. In view of the conclusions, in-depth discussions and suggestions are made.