本研究目的在分析中學生對於平行線的概念結構和推理形式，並根據認知負荷理論設計平行線單元的教學活動，探討是否能提升中學生的推理能力。
研究過程主要分成兩個階段，第一階段先以深度訪談方式分析五位個案(五年級及七到十年級各一位)平行線概念的認知結構，再以問卷施測方式分析88位八年級學生平行線認知類型及推理方式。第二階段根據認知負荷理論，設計平行線單元的教學活動，分別以教學策略(局部推理)以及資訊融入教學(引入動態幾何軟體)為變因的四種不同的教學環境，探討中學生的推理層次的變化和認知負荷量。
主要研究結果如下：
1.五位個案對平行線的概念心像中，心智圖像以圖形為主，生活實物為輔；概念屬性包括截角性質等幾何性質。五年級和七年級兩位個案的概念定義是由描述概念心像所產生，譬如兩直線不相交。八到十年級三位個案的概念定義為兩直線共垂直一條線。
2.四組實驗教學的學生在教學實驗前主要以直覺辨識處理平行線推理問題，少數學生會嘗試利用特殊例去做推導。實驗教學後部分學生可以使用邏輯演繹的方式來推理。
3. 實驗教學後發現，局部推理可激發學生嘗試運用邏輯演繹作推理，但因局部推理缺乏完整的推理架構，而造成學生推理完整性的困難。動態幾何軟體能提示學生運用邏輯推理，部份學生可以將推理層次發展較完備的形式演繹。四組中，以動態幾何環境下的局部推理組學生的概念層次提升最明顯。

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