本研究是描述研究者進行代數教學的行動歷程，包含在行動中所遭遇的問題、解決的策略、影響教師改變教學策略的因素，以及研究者在行動歷程中的反思。
在本研究中，研究者以自己任教的班級為研究場域，參與者除了研究者本身，還包含班上的32位學生，以及跨校專業成長團隊成員。在進入教學前，研究者依據文獻、各版本教材、與諍友的討論、學生的前測表現來設計教材與活動，並且進行教學。整個教學設計包含「列算式填充題」、「認識代數式」、「列代數式」、「代入求值」、「列等式」以及「等式求解」六個部份。
研究期間，研究者以閱讀文獻、分析九年一貫課程綱要及教材、進行前測、分析學生的解題記錄及師生對話、撰寫教學反思日記和諍友交換意見等方式，來設計並修正行動策略。此外，也參加了「跨校教師的數學專業成長團體」，並藉由與「跨校教師數學專業成長團體」的教室觀察與討論會來澄清疑惑，形成可能的解決策略。
研究結果發現：五年級學生在代數學習時，遇到的困難有：（1）無法依題意列算式填充題。（2）代數式表示數量的概念薄弱。（3）無法依題意列等式。研究者面對學生遇到上述問題時，因應的策略：（1）利用各種運算符號及括號在不同位置的情境問題，讓學生討論。（2）利用天平的操作讓學生認識代數式。（3）改變布題情境並且以分段布題方式，使學生列出代數式及等式。（4）以等號兩邊相等的關係引入等式。
最後，本研究對五年級代數教學及未來研究提出建議。在五年級代數教學方面：學生要從算術思維過渡到代數思維，他們靠的就是列算式填充題的經驗，也就是教師必須讓學生具有列算式填充題的能力，才能進行列等式的教學；代數式所表示的意義，須要讓學生瞭解，並且有機會利用它表示結果。對未來研究則可針對缺乏列算式填充題的學習下，對學生在代數的學習受到影響有多大的問題進行相關的研究。

This study described a teacher’s practices of implementing algebra teaching. The researcher discussed the dilemma the teacher encountered in practice and its solutions. The study also examined the factors affecting the changes of teaching strategies and the teacher’s self- reflections.
The setting of the study was the researcher’s class. The participants were not only the researcher, but also the 32 students in the class. The researcher, as the instructor, also attended “mathematical professional team” to discuss the teaching of algebra. The whole teaching design included six parts: listing number sentences with bracket, recognizing the algebra expressions, listing algebraic expressions, a value placed in unknown, listing equation, and solving equation.
During the process of the research, the researcher designed teaching materials and activities, revised the activity strategies through the analysis of records of question-solving records from students, and the conversations between the teacher and students, writing the reflection diary, discussing it with students, and exchanging opinions with other teachers. Besides, the researcher also attended “inter-school teachers mathematic professional development team”, and through class observations and the seminars, the researcher had a more precise grasp of the teaching and a better understanding of students’ learning difficulties.
The research revealed that the grade-five students’ difficulties in learning algebra expressions are: (1) students can’t list the number sentences with bracket according to the meaning of the question, (2) concept of algebraic expression representing quantity is weak, (3) students can’t list equation according the meaning of the question. Teacher’s strategies for dealing with the problems are as follows: (1) Using every kind of operators and changing the place of bracket to make students discuss with others, (2) Making students recognize algebraic expressions by the concrete operations, (3) Changing the problem situation and making the students list algebraic expressions and equations by using segmented questions, (4) Revealing equations by the equality axiom.
Finally, this research made some suggestions for future teaching and researches. First, when students’ arithmetic thinking transfer to algebraic thinking, they relied on their experience of listing fill-in blank questions; therefore, teacher must make students have the ability to list fill-in blank questions before implementing the teaching of listing equation. Second, teacher must make students recognize the meaning of algebraic expressions, and had the chance to use the algebraic expressions to solve problems. In future research, we can debate the effect on students who learn algebra without learning number sentences with bracket.

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