原住民學童數學學習落後的原因一直備受各界關注，從各項研究中可以歸納出造成原住民學習成就低落包含三種假設：家庭因素、學校因素及原住民學童本身的因素。課程與教材是和與學生的學習息息相關，但其內容卻多呈平地、都會地區漢人的生活經驗、社會文化、思考模式及關注焦點，與原住民學生的生活經驗相差甚遠，因此，多數原住民學生無法與其生活經驗產生連結，久而久之，原住民學生不但不易理解學校課程內容，更難以引起學生的學習意願。本研究的研究對象為宜蘭縣南澳鄉南澳國小的三年級泰雅族學童，將透過五感體驗（視覺、味覺、觸覺、嗅覺、聽覺）發展一套面積與體積的課程，以原住民學生擅長與喜愛的學習方式，讓他們透過資訊科技的引導及實際動手探索的方式理解數學的概念。在評量方面，本研究以數學情境式試題的題組式測驗的方式進行，希望經由本研究之教學與評量後，能加強原住民學童面積與體積的概念，並提升他們的美感經驗。依據實驗結果後歸納分析，得到以下結論： 1.五感課程可以提升原住民學童面積與體積的概念； 2.以數學概念而言，學童昀缺乏的是「連結」的概念； 3.五感課程可以提升原住民學童的美感經驗。

The reasons for aboriginal students to fall behind in their study have long received much attention. Studies have attributed the phenomena to three factors: family, school, and the students themselves. The students’ learning was closely tied to course offerings and materials, which tended to contain the experiences of the Han people living in the plains and cities. Their culture, society, mode of thinking, and focuses are vastly different from those of the aboriginal peoples. Therefore, most indigenous students could not connect to the Han’s model, and hence could not easily comprehend their school work. This disconnect, over time, causes the aboriginal students to lose interest in learning. During this research, the subjects were third graders of Tayal tribe at Nanao Elementary School in Nanao Township in Yilan County. Through five-sense experience (sight, taste, touch, smell, and hearing), a set of courses on area and volume was designed to employ learning methods favored and excelled by aboriginal students. It used information technology and hands-on exploration to lead them to comprehend mathematic concepts. In terms of assessments, this research use situational judgment testing, similar to conduct online assessment. It is hoped that, after the instruction and assessment from this research, the students may strengthen their concepts about area and volume and elevate their experience of beauty. Based on the result of this experiment, we reached the following conclusions. 1. five-sense courses can help aboriginal students improve their area and volume concepts. 2. In terms of mathematic concepts, the aboriginal students lack in the link concept more than in any other concepts. 3.five-sense courses can elevate the experiences of beauty for aboriginal students.