This research aimed to discuss the indigenous students’ learning effects of mathematics which was based on the self-designed localization and materialization of mathematics activities and had proceeded for one year. The quasi-experimental method was used in this research. There were 58 indigenous first grade students which were divided into three experimental groups (A, B, C) and one control group (D). Experimental instruments embodied written tests and manipulative tests which were designed by researchers according to the indicators proclaimed by Ministry of Education. The main findings were as followed: (1) The influence of localization and materialization of mathematics activities on the indigenous first grade students’ learning effects was limited. (2) According to the result of Paired T-test of the written and manipulative tests, most of scores of manipulative tests were higher written tests.

This research aimed to discuss the indigenous students’ learning effects of mathematics which was based on the self-designed localization and materialization of mathematics activities and had proceeded for one year. The quasi-experimental method was used in this research. There were 58 indigenous first grade students which were divided into three experimental groups (A, B, C) and one control group (D). Experimental instruments embodied written tests and manipulative tests which were designed by researchers according to the indicators proclaimed by Ministry of Education. The main findings were as followed: (1) The influence of localization and materialization of mathematics activities on the indigenous first grade students’ learning effects was limited. (2) According to the result of Paired T-test of the written and manipulative tests, most of scores of manipulative tests were higher written tests.