本研究之目的主要以國小學童的觀點，探討學童心目中理想的國小教師在數學課中的教學行為特徵及其內涵。研究者採用問卷調查法進行研究，研究樣本為全國25縣市共25所國小四至六年級學童，有效樣本共2102 人，研究工具則採用《你心目中好的國小數學老師問卷》，並以因素分析法與模糊聚類法進行資料分析。
本研究主要發現如下：（1）本研究得出國小學童認為老師上數學課時應以提升學生的「概念了解」、「數學能力」以及「思考能力」為重。（2）依據國小學童的觀點，一個優良的國小數學教師在上課時，不論教授新舊觀念，應從學生的舊經驗出發，和貼近他們生活的實例。（3）教師需在適當時機使用圖卡與積木，搭配「例子」或是「畫圖」的方式進行教學，而例題來源重視教材的多元化不限於課內，唯需留心注意其安排之順序。（4）多數學生認為教師在教學方式宜適時多樣化，但對於老師讓他們自己動手操作、體驗，以及討論，他們認為對於增進他們概念的了解較無助益。（5）國小學童最主要希望老師藉由數學課的進行，指導他們能依據題目的條件，清楚寫出解題過程的能力。（6）學童認為老師應提問具思考性的題目並留充裕的時間給他們思考。

This research’s purpose is about the student's perspectives to confer what’s the ideals about elementary school’s teacher’s behaviors of teaching and connotations in math class in their mind. The study adopted Questionnaire Survey in research, the samples of research are elementary school’s students whom grade4-6 in 25 elementary schools for 25 countries, effective samples are 2102. The tools of research adopted “你心目中好的國小數學老師問卷” used Factor Analysis and Fuzzy Clustering Method to do data analysis.

This research found out:
1.The study got the ideas of elementary school’s students thoughts the teachers should promote student’s ”concept understands”, “ability of math”, and “consider ability” in math class.
2.According to the views of elementary school’s students, a good elementary school’s mathematic teacher should used student’s old experiences to start. No matter how to teach the new ideas or old and closing their living examples in the class.
3.Teachers should use diagram cards and wooden blocks in the right time to match examples or draws in teaching. The source of examples are focus diversification on teaching materials and unlimited in class, all we have to focus is the sequences to arrange.
4.Most of students thought teachers should be diversification in teaching, but for teachers let they to do experiences and discussions are compare have no help to increases their ideas.
5.Elementary school’s students hope teachers who can guide they according to the conditions of problems clearly write down the ability of solution process by math class.
6.Elementary school’s students thought teachers should ask questions of consider and give they ample time to thinking.

參考文獻

一 中文部份
宋玉如（2008）。中學數學教師應有的數學教學特質研究--學生觀點。國立台灣師範大學數學系教學碩士班碩士論文。未出版。
孫敏芝（2006）。實習教師學科教學知識之探討：教學設計與教學實務。教育研究與發展期刊，2(2)，67-92
謝豐瑞（2006）。中學教師數學教學能力專業發展研究。行政院國家科學委員會專題研究計畫成果報告。
謝豐瑞（2007）。中學教師數學教學能力專業發展研究。行政院國家科學委員會專題研究計畫成果報告。
謝豐瑞（2008）。中學教師數學教學能力專業發展研究。行政院國家科學委員會專題研究計畫成果報告。
謝豐瑞、唐書志、王婷瑩（2008）。中學理想教師類型之探討。
溫世展、呂玉琴（1999）。一位國小數學教師的教學信念及教學相關知識對其數學教學之影響。八十八年度師範學院教育學術論文發表會論文集。未出版。
羅昭強（2008）。教育統計講義SPSS12.0版。未出版。

二 英文部分
Akkoç, H. & Yesildere, S. (2010). Investigating development of pre-service elementary mathematics teachers’ pedagogical content knowledge through a school practicum course. Procedia Social and Behavioral Sciences 2, 1410-1415.
Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning how to teach. Journal of Teacher Education, 51(3), 214-247.
Ball, D., Thames, M. H. & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
Bukova-Güzela, E., & Kula, S. & Ugurel, II. (2010). Sufficiency of undergraduate education in developing mathematical pedagogical content knowledge: Student teachers’ views. Procedia Social and Behavioral Sciences, 2, 2222-2226.
Carpenter, T., Fennema, E., Peterson, P., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499-531.
Calderhead, J. and Miller, E. (1986). The integration of subject matter knowledge in student teachers' classroom practice. Research Monograph, School of Education, University of Lancaster.
Cheang, W. K., Yeo, K. K. J., Chan, C.M.E., Lim-Teo, S. K., Chua, K. G. & Ng, L. E. (2007). Development of mathematics pedagogical content knowledge in student teachers. The Mathematics Educator, 10(2), 27-54
Coble, C. R. & Koballa, T. R. (1996). Science education. In Sikula, J.(Ed.) Handbook of research on teacher education. 459-484. New York: Macmillan.
Cooney, T. J. (1994). Teacher education as an exercise in adaptation. In D. B. Aichele & A. F. Coxford (Eds.), Professional Development for Teachers of Mathematics : 1994 Year Book (pp.9-22). Reston: NCTM.
Fennema, E. & Franke, M. L. (1992). Teacher’s knowledge and its impact. In Grouws, D. A. (ED), Handbook of research on mathematics teaching and learning. 147-164. New York: Macmillan.
Gimmestad, S. & Hall, G. (1994). ‘Teacher education programs: Structure’, in Husen,T. & Postlethwaite, T. (eds) The International Encyclopedia of Education, 2nd Edition, Pergamon, Oxford.
Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Grouws, D. A. & Schultz, K. A. (1996). Mathematics teacher education: teacher education curriculum . Handbook of Research on Teacher Education, 1, 442-453 .
Julie G-N & Norman B. L. (2001) An essay of Examining Pedagogical Content Knowledge: The Construct and its Implications. Teacher and teacher Education, 17, 979-986
Kai, K. J. Y. (2008). Teaching area and perimeter: Mathematics– pedagogical-content knowledge-in-action. In M. Goos, R. Brown, & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. 621-627.
Lim-Teo, S. K.(2006) The Measurement of Mathematics Pedagogical Content Knowledge, APERA Conference Paper.
Mitchener, C. & Anderson, R. D. (1989). Teachers’perspective: developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.
National Council of Teachers and Methematics (NCTM). (1989). Professional standards of teaching mathematics.Reston,VA: Auther.
National Council of Teachers and Methematics (NCTM). (1991). Professional standards of teaching mathematics.Reston,VA: Auther.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Reseacher, 15(1), 4-14.
Shulman, L. S. (1987). Knowledge and teaching：Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Stump, S. L. (2001). Developing preservice teachers’ pedagogical content knowledge of slope. Journal of Mathematical Behavior, 20, 207–227.
Tuan, H. L. & Kaou, R. C. (1997) A study of Taiwanese eighth grader physical science teacher’s pedagogical content knowledge development. Proceedings of the National Science Council Part D：Mathematics, Science, and Technology Education, 7(3). 135-154
Wilson, S. M., Shulman, L. S. & Richart, A. E. (1987). 150 different ways of knowing: representations of knowledge in teaching, in Calderhead, J.(ed.) Exploring teachers' thinking, London: Cassell.
Yeo, K. K. J., Cheang, W. K., & Chan, C. M. E. (2006). Development of mathematics pedagogical content knowledge in preservice teachers. APERA Conference Paper.