本研究是透過案例討論的方式，觀察一位個案教師之小數教學任務在案例討論前、實際參與案例討論、案例討論之後在課堂上的教學實踐之影響情形。研究者在學校成立數學案例討論會，透過四位中年級教師參與五次案例討論，經過晤談、錄音、錄影、學生的解題等方式蒐集資料。本研究透過案例討論，觀察個案教師在小數教學任務的影響，包括：一、佈題的順序、增減、選擇、修改的影響；二、教師對學生解題策略分類、解釋的影響；三、教師對學生學習困難之解釋、解決的影響；四、表徵的選擇、解釋的影響。本研究結果發現，數學案例討論確實對個案教師在小數教學任務上提供多項的支持因素，而且促進教師在小數教學任務的反思及專業成長。

This study aimed to examine how case discussion influenced a teacher on her decimal teaching practice after her actual involvement in the case discussion. The researcher set up a mathematics case symposium in school, with four teachers participating in five case discussions, data were collected through interviews, sound recordings, video filming and records of students’ problem-solving situation. Influences that case discussion brought to the teacher included: the way the teacher decided sequence, adding or deleting, selection, and revision when posing mathematics questions. Second: the teacher was more able to explain and classify the problem-solving strategy that a student adopted. Third: the teacher was more able to explain and provide solutions to students with learning difficulties. Forth: the teacher’s choice and explanation of representations. Results of the study showed that case discussions of mathematics teaching indeed provided the teacher with numerous supportive factors for the task of teaching decimal, and it motivates the teacher to do reflection on the teaching task and promotes growth in her professionalism.

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