The potential benefits of integrating technology into mathematics instruction have been claimed, however research results comparing the effects of computer-supported mathematics instruction and other types of instruction in Taiwan are conflicting. In the present research, a meta-analysis was performed to investigate the effect of computer-supported mathematics instruction on elementary schoolers’ academic achievement in Taiwan. we collected 164 studies which were published in Taiwan between 1993 and 2017. The research method used is the meta-analytic approach which was suggested by Borenstein, Hedges, Higgins, and Rothstein (2009), and Hedges and Oklin’s d (1985) was used to calculate the effect size. In addition, eight moderators were selected to examine their impacts on the overall mean Hedges’s d. The results indicated that that computer-supported mathematics instruction produced a positive higher overall mean Hedges’s d of 0.372 than other types of instruction (e.g., traditional instruction) on students’ academic achievements. Moreover, 4 of the 8 moderators (i.e., year of publication, learning devices for students, teaching devices for teachers, and intervention duration) had a statistically significant impact on the overall mean Hedges’s d. The results suggest that the effects of integrating technology into mathematics instruction are more positive than other types of instruction in Taiwan. The analyses of selected moderators also provided some important suggestions when applying computer-supported mathematics instruction in the educational settings.