本研究旨在探討因材網運用於數學學習扶助對偏鄉原住民學生自主學習意願及學習成效之影響，以屏東縣牡丹鄉某國小十五位中、高年級學生為研究對象，採行動研究法，透過課堂觀察、訪談與科技評量網篩選測驗(前測)、成長測驗(後測)資料分析學生學習情況，藉此瞭解學生自主學習能力與數學學習成效提升。研究結論如下:
一、以學生熟悉的生活經驗及情境及藉助因材網輔助融入教學後，能有效提升學生自主學習能力與成績；
二、教師在學習平臺的紀錄可隨時檢視學生學習狀態，因材網中既有資源可減輕教師準備教材的負擔；
三、五月篩選測驗與十二月成長測驗二者比較，學生進步率達100%。
根據研究結果提供以下建議:
一、為提升學生的數學學習意願，教學中可融入學生熟悉的生活經驗及情境，並結合因材網的輔助。
二、平時數學課即可採用因材網，以達成差異化教學的目標
。
三、教師應參加與因材網相關之研習，更熟悉平臺操作可減輕備課之負擔。
四、家長可用因材網做為學生在家自學的教材，免除親自指導的困難。
The purpose of this research is to explore the willingness and effectiveness of using Adaptive Learning Website (hereinafter called the ‘ALW’) in mathematics learning to assist aboriginal students in independent learning in rural areas. In this study, the researcher observes 15 intermediate and senior graders from an elementary School in Mudan Township, Pingtung County. This study adopted the action research method. By analyzing the result of screen test(pre-test) vs. the growth test (post-test) on the Remedial Instruction-technology-based testing system, observing students’ class performance, and individual interview, conclusions of the research are as follows,
1.Providing input that reflects authentic life-experience of students with the use of ALW did improve self-learning of mathematics in in rural area.
2.Checking for understanding on the learning platform with updating teaching resources is teacher-friendly.
3.Comparing the result of the screen test in May and the growth test in December, students’ learning progress reached to one hundred percent. According to these results, suggestions of this study are as follows,
1.In order to enhance students’ learning motivation in mathematics, teachers should provide input that reflects authentic life-experience of students with the use of ALW.
2.Adapting ALW in regular mathematic class, provides an alternative teaching methods of differentiated instruction.
3.Participating seminars of ALW helps teachers to get familiar with the platform.
4.Introducing ALW to parents, the learning platform is convenience for self-learning..