本研究旨在探討國小資源班與普通班教師使用數學數位學習平台之現況、使用行為差異、數位素養與面臨困境。研究採問卷調查法，以桃竹苗地區國小資源班與普通班教師為對象，共回收有效問卷42 份，其中資源班教師19 份、普通班教師23 份。問卷資料經描述性統計、卡方檢定與Fisher 精確檢定進行分析，以呈現兩類教師在數位教學應用上的異同。研究結果顯示：

1. 資源班教師最常使用均一教育平台與出版社線上資源，並高度依賴互動觸控螢幕；普通班教師主要使用均一教育平台與因材網，偏好桌上型電腦。
2. 資源班教師每次使用時間較短，但每週使用頻率較高；普通班教師則多採中長時段使用，每週頻率相對較低。
3. 在使用時機上，資源班以課中教學為主；普通班偏重課前準備與課後評量。
4. 兩類教師普遍重視平台內容完整性與操作便利性，但在使用目的上，資源班師更著重提升學生學習動機與差異化教學；而普通班教師則以強化數學概
念呈現為主。
5. 在數學數位素養與專業發展的部分，兩類教師皆以職前修習數學教材教法課程為主，且普通班教師在資訊素養課程學分與研習時數上略高於資源班教師。
6. 兩類教師在數位教學中主要面臨的困境為校園網路不穩定、設備不足及技術支援不足等；資源班教師自覺資訊能力不足，且學生在平台操作與專注力方面困難較多。

綜上所述，國小資源班與普通班教師在平台選擇、教學策略及應用習慣上存在差異。本研究針對政策、學校、平台與教師層面提出具體建議，以供後續數位教學推動與研究參考；未來研究則可擴大區域與樣本，並結合質性訪談與長期追蹤。

This study explored the status, usage behaviors, digital literacy, and challenges of elementary resource room and general education teachers in using digital mathematics platforms. A questionnaire was administered to teachers in Taoyuan, Hsinchu, and Miaoli, yielding 42 valid responses (19 resource room, 23 general education). Data were analyzed using descriptive statistics, chi-square tests, and Fisher’s exact tests to compare digital teaching practices between the two groups. The results showed that:

1. Resource room teachers most frequently used Junyi Academy and publisher-provided digital resources, and primarily relied on interactive touch screens, while general education teachers mainly used Junyi Academy and Adaptive Learning Platform, preferring desktop computers.
2. Resource room teachers tended to have shorter durations per session but higher weekly usage frequency; general education teachers generally engaged in longer sessions with relatively lower weekly frequency.
3. Resource room teachers primarily used platforms during instruction; general education teachers used them mainly for lesson preparation and post-assessment.
4. Both groups valued content comprehensiveness and platform usability; however, resource room teachers prioritized motivation and differentiated instruction; general education teachers emphasized conceptual understanding.
5. In terms of digital literacy and professional development, both groups had mainly studied mathematics pedagogy during preservice training, although general education teachers had slightly more credits and training hours in digital literacy.
6. The main challenges for both groups included unstable campus internet, insufficient equipment, and inadequate technical support.

Finally, this study provides specific recommendations at the policy, school, platform, and teacher levels to support the promotion of digital teaching. Future research is recommended to expand the sample size and regions, and to incorporate qualitative interviews and longitudinal tracking.