本研究的目的在探討：教學前爲教師提供學生學習困難的訊息，和教師採用根據單元測驗逐一發現學習困難、隨時進行補救教學的策略時，是否有助於國中一、二年級學生的數學科學習成就。參加本研究實驗的受試者爲台北市兩所國民中學一、二年級學生710名。他們被分爲實驗組和控制組，兩組學生總數相近、男女人數也相近。實驗組維持班級型態，控制組學生則分散於實驗組以外的各班上課。上課時數均按學校規定，兩組相同。在一年實驗之後，各施以自編「國民中學數學成就測驗」，以測量他們在「概念」、「計算」、和「應用」三方面的學習成就。經使用多變項共變數分析法將「智力」、「實驗前數學成就」、「學習動機」、「家長社經地位」和「對教師的知覺」等變項的影響加以排除之後，仍然發現：採用本研究教學模式的實驗組在這三方面的學習成就較高於採用傳統方式教學的控制組。又使用迴歸分析和典型相關分析結果發現：「學業成就」和「智力」爲決定國中生數學科學習效果的兩個最重要變項。根據這些實驗結果，研究者們建議教師(1)重視平時的形成性評量，隨時發現困難，及時補救教學；(2)使學生有充分機會按學習階層的順序確實學好每一階層的重要子技能；(3)要配合學生的智力程度和認知發展水凖，適當改變教材的難度來進行教學。

To investigate the effects of information feedback of learning difficulties to mathematics teachers on students' mathematics achievement, an one-year experiment was conducted in two junior high schools, in which 710 students of grades 7 and 8 were sampled and divided into Experimental Group and Control Group. The teachers of Experimental Group were given information concerning students' learning difficulties before instruction, and were asked to find out learning difficulties by means of unitary diagnostic teats and to remedy them immediately after instruction. The students of Control Group were distributed in other ordinary classes wherein they received regular instruction only. The data collected after one-year experiment were analyzed by Multivariate Analysis of Covariance, with test scores on Principles and Rules, Calculation, and Application as criterion variables, and with Intelligence, Pro-achievement, Achievement Motivation, Social-economic Status, and Perception-toward-Teachers as control variables. It was found that the overall mathematics achievement of the Experimental Group students was significantly higher than that of the Control Group students. The data were also analyzed by Stepwise Regression Analysis and Canonical Correlation Analysis. Results showed that Pro-achievement and Intelligence were the best two predictor variables of students' mathematics achievement. Accordingly, the authors suggest that (1) more emphasis be put on formative evaluation than on summative evaluation, (2) provide more opportunities for students to master every important subskills in learning hierarchy, and (3) learning be carefully scheduled to match each student's cognitive development level.