本研究主旨為探討國小四年級學生使用「創造數學」活動平台對學生圖像表徵能力、列式與計算能力、解釋能力及擬題可解性的影響。在本研究中，將解題、解釋、討論、擬題整合成一系列「創造數學」活動，讓學生藉由圖像表徵輔助理解題意，透過自我解釋與同儕解釋表達解題想法，同時應用同儕討論獲取的數學概念從事擬題活動，經由上述創造數學的活動讓學生理解數學以及應用數學。透過多次測試與修改提升「創造數學」系統的穩定性、方便性及實用性後，才開始進行成效測試。以國小四年級四個班級的學生為研究對象，利用改編的數學溝通能力測驗，評估學生使用系統前、後的數學溝通能力表現。此外，探討高、中、低成就學生在使用本系統後，學生的圖像表徵能力、列式與計算能力以及解釋能力的改變。最後，透過分析結果發現，高、低成就學生之圖像表徵能力皆有顯著提升。高、中、低學生之列式與計算能力和解釋能力皆有顯著提升。大多數學生可以擬出可被解的文字題，且隨著練習次數的增加，學生擬出的題目能逐漸符合該單元的要求。;This study aimed to investigate the influence of "Math Creation Platform" on fourth grade students’ graphic representation, operation, explanation posing and problem ability . We integrated problem solving, explaining, discussing and posing problem activities as a math learning model called "Math Creation" which could help students understand and apply mathematics concepts. Therefore, students can comprehend problem by drawing graphic representation, explain their operations by self-explanation and peer-explanation, discuss with their peers to gain math concepts and then pose problem. The participants were 103 fourth grade students. Furthermore, this study used a revised "Mathematical communication assessment" to evaluate the effect of Math Creation Model and compare different achieving students groups. The finding showed that high and low achieving students’ improvements achieved significant differences in their graphic representation abilities. Additionally, the high, medium and low achieving students in operation and explanation abilities also had significant improved. Regarding posting problem, most students were able to pose answerable problems and achieve gradually the requirements as the students’ practices increasing.