資訊融入教學為各國教育改革之重要議題，在實施資訊融入教學的過程中，教師可以有非自由軟體與自由軟體的選擇，然而儘管自由軟體本身蘊含「自由」、「分享」等深層的自由文化意涵，並且有助於弭平數位落差，但推廣以自由軟體進行資訊融入教學，效果並不理想。
因此本研究主要在了解國小教師使用自由軟體實施資訊融入數學教育意願的影響因素，以分解式計劃行為理論模式(DTPB)為理論架構基礎，探討教師運用自由軟體進行數學教學的意願。
本研究獲得以下的結論：
（一）「行為態度」愈正向則使用自由軟體的意願就愈高。
（二）「知覺行為控制」程度愈佳則使用自由軟體的意願就愈高。
（三）「主觀規範」愈正向，則自由軟體的使用意願就愈高。
本研究結果可提供給政府機關與後續研究者參考。

Technology integration has been an important topic of the educational reform in all nations. Teachers can choose between proprietary software and free software in their implementation of technology integration. In spite of the fact that free software possesses deep cultural concepts such as "freedom" and "sharing" and that they can help to bridge the digital divide, the outcome of the diffusion of technology integration using free software is not satisfactory.
Therefore, the purpose of this study is to understand the impact factors of the primary school teachers’ will to use freeware in their implementation of technology integration in mathematics teaching. It uses “The Decomposed Theory of Planned Behavior” as a foundation for the research structure to discuss the teacher's will of using the free software in mathematics teaching.
The results of the research show that users' intentions to use freeware is influenced by their attitudes, perceived behavioral control, and subjective norms. Implications for practitioners as well as researches are discussed.

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