Academic achievements and learning attitudes of students towards Mathematics are affected by cognitive styles. The purpose of the study is to investigate if there is any difference on the mathematics achievement and students’ attitudes towards mathematics in the interactive whiteboard (IWB) instruction by gender and cognitive styles. Participants of the study are 67 students from junior 1 in a secondary school in Macau. By adopting Group Embedded Figures Test (GEFT), students were divided into two types – Field-Independent and Field-Dependent. After one academic year of IWB instruction, a scale test about students’ attitudes towards mathematics was conducted. Together with the final mathematics academic results collected, a data statistical analysis was then conducted with the use of SPSS. Results show that: (1)The mathematics achievement and learning attitude of Field-Independent students are significantly better than Field-Dependent students. (2)There was no significant difference on the students’ mathematics achievement in different gender type, but the learning attitude towards mathematics of male students is significantly better than female students. (3)There was a significant relationship shown in between students’ learning attitude towards mathematics and mathematics achievement. Keywords: Interactive Whiteboard, Cognitive Styles, Learning Attitude towards Mathematics, Mathematics Achievement

認知風格影響著學生的數學學習成效及數學態度。本研究旨在探討不同認知 風格及性別的學生在互動式電子白板(IWB)教學環境下，其數學學習成效與數學 態度的差異情況。研究對象是澳門某中學初一學生共 67 人，採用團體嵌圖測驗 將學生區分為場地獨立型及場地依賴型，經過一學年的互動式電子白板教學後， 施以數學態度量表測驗，並收集學生的數學科總成績，以 SPSS 進行資料統計分 析。 研究結果發現：在 IWB 教學環境下，(1)場地獨立型學生的數學學習成效及 數學態度皆顯著優於場地依賴型；(2)不同性別學生的數學學習成效並無顯著差 異，但男生的數學態度顯著高於女生；(3)數學態度與數學學習成效之間呈顯著 正相關。