研究者任教於國小階段，在數學教學上發現不同數學教法的教師，其學生數學程度落差極大，並且對於學習數學的方法不同，因而以此研究想要了解國小教師對於數學教學看法的現況。
研究者藉由閱讀相關文獻了解數學信念與成長型思維之意涵，以此編製問卷，對金門縣19所國小389位教師進行調查，經刪除作答不完整之問卷，有效問卷共360份，以平均數、標準差分析教師在數學信念與成長型思維之偏向，並進一步以獨立樣本t檢定、單因子變異數分析探討不同背景變項教師在數學信念與成長型思維上的差異，以皮爾森積差相關分析數學信念與成長型思維之相關性。本研究發現：（一）金門縣國民小學教師數學本質信念偏向於靜態數學觀。（二）金門縣國民小學教師數學教學與學習信念偏向於傳統觀。（三）金門縣國民小學教師學習思維偏向於成長型思維。（四）數學本質信念偏向靜態觀與成長型思維大致呈現負相關，數學教學與學習信念偏向傳統觀與成長型思維大致呈現負相關。

關鍵詞：數學信念、成長型思維

The researcher taught in an elementary school and found that teachers with different mathematics teaching methods have significant differences in their students' mathematics levels and different learning methods. Therefore, this research desires to understand elementary school teachers' views on mathematics teaching.
The researchers investigated the meaning of mathematics beliefs and growth-oriented thinking by reviewing relevant literature and compiled a questionnaire to survey 389 teachers in 19 elementary schools in Kinmen County. After deleting incomplete questionnaires, there were 360 valid questionnaires. Teachers' mathematics beliefs and growth mindset were analyzed using descriptive statistics and inferential statistics (independent sample t-tests and one-way analysis of variance) to explore the differences in mathematics beliefs and growth mindset in teachers with different background variables. This study found that: (1) The mathematics beliefs of teachers in the elementary schools of Kinmen County are biased towards static mathematics beliefs. (2) The teachers' mathematics teaching and learning beliefs in the elementary schools of Kinmen County are oriented towards the traditional view. (3) The teachers in the elementary schools of Kinmen County are more likely to have a growth mindset. (4) The static view of mathematics beliefs is roughly negatively correlated with a growth mindset. The traditional view of mathematics teaching and learning beliefs is roughly negatively correlated with a growth mindset.
keywords：mathematic beliefs, growth mindset

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