本研究以個案研究法探討兩位不同年資（11年及5年）及背景（數理與非數理）的國小六年級在職教師在數學教學的覺察力，探討這兩位教師在「行為者、主題及立場」上數學教學覺察力的表現和異同。研究程序為兩位教師觀看自己在柱體體積單元教學的教學影片，在教學後當下會先詢問本堂課印象深刻之事件，再事後播放教學影片，請受試教師自行回答所注意到的事件，影片觀看結束後再次詢問受試者在這堂課印象深刻事件為何，研究者再從這些回答分析受訪者的覺察力。

本研究主要發現以下四點：

（一）兩位個案教師在主題各向度的覺察表現分佈比例多呈相異狀態：
1.兩位老師在數學思維的覺察事件中，不論是覺察的次數（C老師39次，K老師22次）又或是整體比例（C老師37%，K老師19%），甚至是事件的覺察深度上都是有所差異的。
2.兩位老師在教學策略的覺察事件中，不論是在覺察到的次數（C老師41次，K老師59次），或是整體比例（C老師39%，K老師51%），K老師都明顯的高出許多。
3.兩位老師在班級氣氛覺察事件中，兩位老師所覺察到的次數（C老師10次，K老師16次）和整體比例（C老師9％，K老師14％），K老師都高於C老師。
（二）兩位教師在兩種情境轉換下印象深刻的覺察表現向度與類別呈相異狀態
1. Ｃ老師從教學策略轉換成班級經營事件。
2. K老師從班級經營事件轉換成班級氣氛事件。
（三）具數理背景的Ｃ老師覺察表現較能聚焦數學思維與內容。
（四）高年級教學年資較久的Ｃ老師覺察表現較能聚焦實質內涵的評論與進一步的論述。

關鍵字：國小教師、數學教學、教師覺察力

Abstract
This study uses case study research to explore the noticing of two sixth-year elementary school teachers of different length of service (11 and 5 years) and background (mathematics and non-mathematics) in math teaching.The purpose of the study is to explore the performance and similarities and differences of the two teachers' noticing of mathematics teaching on "agent, topic and stance." The research process is to have the two teachers watch a video of themselves teaching the unit of cylinder volume. After the teaching, they will first be asked about the impressive events of this class and then play the teaching videos afterward. The two teachers then voluntarily answer the incidents they noticed. After watching the video, the subjects are again asked about the impressive events of the class, and the researchers analyze the respondents' noticing of these answers.

The main four findings of this study are the following:

(I) The distribution ratios of the two case teachers' topic performances in different aspects of the theme are quite different:
1. Two teachers' noticing of mathematical thinking, whether it is the amount of perception(39 times for Teacher C, 22 times for Teacher K) or the overall proportion (37% for Teacher C, 19% for Teacher K), or even the depth of event perception is also different.
2. In the perception event of the two teachers' teaching strategies, whether it is the number of perception (41 times for Teacher C, 59 times for Teacher K), or the overall proportion (39% for Teacher C, 51% for Teacher K), Teacher K is significantly higher.
3. The number of times the two teachers perceive in the class atmosphere perception event (10 times for Teacher C and 16 times for Teacher K) and the overall proportion (9% for Teacher C and 14% for Teacher K). Teacher K is higher than in Teacher C.
(II) Under the two situational transitions, the two teachers show different degrees of perceived expression and categories of impression.
1. Teacher C changes from teaching strategy to class management incident.
2. Teacher K changes from a class management event to a class atmosphere event.
(III) Teacher C with a background in mathematics perceives performance more capable of focusing on mathematical thinking and content.
(IV) The senior teacher C, who has a long history of teaching, perceives the performance and can focus on the comments and further discussions of the substantive connotation.

Keywords: Elementary school teacher, Mathematics teaching, Teacher noticing

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