英文摘要 The purpose of this research was to investigate the implementation of technology-enhanced situated instruction for seventh grade students on mathematical learning motivation and achievement in a junior high school. It also examined the differences between the genders. To achieve research goal, the study adopted the “proportion” as topic in junior high school, and developed e-learning materials with situated leaning concept. The situated learning was adopted as the teaching method, which refers to theories of Cognitive Apprenticeship and Anchored Instruction, and connects the students with daily situations in these materials.
The study used an experimental design method. Subjects were two similar groups in a complete school located in New Taipei City: one control group and one experimental group. They were randomly assigned into two groups, and each group contains two classes. Pre-testing and post-testing were adminstered, and the two groups received a four-week traditional instruction and technology-enhanced situated instruction in this study separately. The results were as follows:
a.	The experimental group performed better on the learning motivation than the control one obviously.
b.	The experimental group also performed better on the learning achievement than the control one obviously.
c.	For the experimental group, the male students displayed stronger motivation than the other gender while the female achieved higher scores in the test subject achievement on average.
d.	As for the control one, there was no significant difference between the genders in the aspect of learning motivation and achievement.
According to the results, the conclusion was provided some useful suggestions for the teachers in math field and prospective researchers.
Keywords:technology-enhanced situated instruction, learning motivation, leaning achievement. Mathematical education