本研究以「個案研究法」結合「課室模型」探討十二位不同年資及背景的國小在職教師在數學教學信念上的表現。具體研究目的為：（一）應用課室模型探究不同年資（分為初任與資深兩組）國小教師之數學教學信念為何；（二）應用課室模型探究數理背景與非數理背景國小教師之數學教學信念為何；（三）十二位受訪教師中具有特色的數學課室教學擺置為何。
　　研究程序為請受訪教師想像自己正在上一堂數學課程，並將該堂課的課室情形利用模型擺出來（包含師生人偶、課桌椅、黑板、講台、教具等），完成後研究者將針對課室模型做半結構式訪談，最後根據課室模型做DAMTT-C評分表分析，輔以訪談內容進行佐證。
　　本研究主要發現以下三點：
一、初任教師數學教學信念偏學生中心；資深教師則偏向混合型。
二、數理背景教師之數學教學信念偏混合型；非數理背景教師之數學教學信念偏學生中心。
三、初任教師課室氛圍輕鬆，經常設計數學活動，注重獨立思考、迷思概念的整理；資深教師課室細節多，加強數學與生活的連結與延伸，並注重概念的推論與小組討論的氛圍。

The study probed into the mathematical teaching beliefs of twelve elementary school teachers, who have different Job tenure and background, with the method of case study and classroom models. The concrete objectives of the study include: (I) classroom models were applied to probe into the mathematical teaching beliefs of elementary school teachers with different years of teaching (They were divided into two groups of beginning and senior teachers.), (II) classroom models were adopted to research into the mathematical teaching beliefs of elementary school teachers with mathematics and science background and those without the background; (III) the study probed into the layouts of special mathematic classrooms of these twelve interviewed teachers.
The study first requested these interviewed teachers to imagine themselves to be in a mathematic class and to lay out their classrooms with models (including figurines of teachers and students, desks and chairs, blackboards, platforms and teaching aids). Upon completion, the researcher conducted a semi-structured interview regarding classroom models with the teachers. Last but not the least, the researcher compiled a DAMTT-C evaluation form based on classroom models to verify the content of the interviews.
The three findings of the study are as follows:
I. The mathematical teaching beliefs of beginning teachers were prone to be student-centered, while those of senior teachers were prone to be both teacher-centered and student-centered.
II. The mathematical teaching beliefs of teachers with mathematics and science background were prone to be both teacher-centered and student-centered, while those of teachers without the background were prone to be student-centered.
III. Beginning teachers created relaxing classroom atmosphere, often designed mathematic activities and valued independent thinking and the organization of misconceptions. Senior teachers paid attention to details in class, emphasized the connection and extension of mathematics and life. Additionally, they attached importance to the inference of concepts and group discussions.

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