| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 103 === In previous 20 more years of researcher teaching junior high mathematics, though the education reform and diversity teaching method promotion, the low achievers in mathematics are exist all along. It showed that no one best teaching method of mathematics will work the same effect on every student. In a normal distribution class, students perform the learning ability separately in a degree. The contexts, however, are needed to be equality. One gifted in math demonstrates outstanding aptitude; ordinary may keep up with effort; the underperforming students are either struggling to proceed in vain or give up already because of repeated frustrations. For the difficulty of supporting the low achievers in mathematics in class directly, teachers have to provide them remedial instruction after it to shorten the gap between their performances and pace of a class. It is obvious that different basic abilities and cognitive process of students will result different outcome. This article aimed to have a further look at learning efficiency remedial instruction provides to students and discuss the meanings, approaches, situation, advantages and difficulties existing in it respectively, as well as contrast and reflect on positions students facing in remedial instruction. The article concluded in providing officers, teachers and parents a comprehensive suggestion to look forward to improve the efficiency of remedial instruction practices.
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