本研究以電腦模擬數學課堂情境作為研究工具，調查職前教師與在職教師於數學課堂的教師覺察力有何異同，且從教師的關注與教學決策探討覺察力。研究程序為研究者設計數學課堂的劇本及電腦模擬情境，接著對受試者進行施測，蒐集職前教師與在職教師於模擬情境的選擇與文字輸入，最後研究者分析職前教師與在職教師施測資料，探究教師覺察力中的關注、教學決策以及回應的層次。

研究結果發現：
（1） 在職教師的整體教學覺察力優於職前教師。
（2） 「同分母分數的加法」教學情境中，在職教師的關注程度比職前教師高，且在職教師採取具體引導教學決策的人數多於職前教師。
（3） 「除法」教學情境中，在職教師的關注程度略高於職前教師，且在職教師採取具體引導教學決策的人數多於職前教師。

The purpose of this study is to investigate the differences between pre-service and in-service teachers’ noticing in the mathematics classroom by analyzing teachers’ attention and teaching decision making, with a computer-based simulation of mathematics teaching scenarios as the study instrument. The procedure is as follows: First, the researcher designs the script and computer-based simulation scenarios for mathematics teaching, and conducts the test on the subjects. Then, the researcher collects the options selected by the subjects and the text inputs typed by the subjects in the simulation scenarios. Finally, the researcher analyzes test data of pre-service and in-service teachers, and explores their attention, teaching decision making, and level of responses in teacher noticing.

Based on the results of this study, the following points can be made:
(1) The overall teacher noticing of the in-service teachers is better than that of the pre-service teachers.
(2) In the "addition of fractions with the same denominator" teaching scenarios, the in-service teachers pay more attention than the pre-service teachers, and the in-service teachers also make more specific guidance teaching decisions than the pre-service teachers do.
(3) In the "division" teaching scenarios, the in-service teachers pay slightly more attention than the pre-service teachers, and the in-service teachers also make more specific guidance teaching decisions than the pre-service teachers do.

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