本研究的研究目的在於探討臨床視導對我國國小數學教師教學行為之影響，而臨床視導則包括計劃會議、教室觀察及回饋會議等三個循環的活動，本研究藉由觀察國小數學教師實際的教學行為並提供客觀的回饋，作為教師改進課堂中教學行為的依據。本研究採用個案研究法，研究樣本為一位國小三年級教師，本研究藉由教室錄影、會議紀錄、教師心得、態度問卷、和教室紀錄等，分析教師在數學課中教學行為的轉變。
本研究之結果如下：（一）經過臨床視導後，教師對學生學習態度的知覺，更為肯定、更加趨於正向；（二）經過臨床視導後，教師藉由移動到學生座位行間，來關懷班中每位學生的學習狀況；（三）經由臨床視導模式，教師對教材的處理較能根據課堂的情境脈絡與學生的臨場反應有所調整；（四）經由臨床視導模式，教師對於教具的使用較能詳加思考，並配合教學需求使用恰當的教具；（五）經由臨床視導模式，教師從替上臺演練的學生說明其解題過程，轉為鼓勵學生說明自己的作法；（六）教師經過臨床視導後，間接提升了整體學生上課時的專心度。

The primary purpose of this study was to investigate the effects of clinical supervision on the instructional behaviors of an elementary school mathematics teacher.　With clinical supervision approaches that involve three iterative phases: planning conference, classroom observation, and feedback conference, the researcher observed the instructional behaviors of the mathematics teacher and gave him objective feedbacks in order to enhance his performance in classroom.　Case study methodology is employed and the sample is a third grade
mathematics teacher.　Moreover, videotapes, conference records, teacher’s reports, attitude questionnaires, and classroom records were used to triangular analysis the changes of instructional behaviors after the clinical
supervision.
The major findings of the study are as follows: (1) After the clinical supervision, the teacher’s perceptions of student’ s learning attitude was more positive, (2) After the clinical supervision, the teacher walked around the classroom with much more concern with students’ learning, (3) After the clinical supervision, the implementation of courseware were more fit to what students’ need, (4) After the clinical supervision, the teacher used teaching materials and tools more carefully in order to provide a better interpretation of mathematics concepts, (5) After the clinical supervision, instead of offering his explanations in the class, the teacher encouraged students to present their own thinking and procedures for solving problems, (6) After the clinical supervision, it indirectly stimulates students to pay more attention on learning mathematics.

江月姻（2002）：國民小學教師教學信念之研究。臺中師範學院國民教育研究所碩士論文。
呂木琳校訂　林春雄等譯；Keith A. Acheson & Meredith Damien Gall 著（1995）：Techniques in the Clinical Supervision of Teachers；教師臨床視導的技巧－職前教師及在職教育適用。台北：五南圖書出版公司。
吳文忠譯；Thomas L. Good ＆ Jere E. Brophy 著（1997）：Looking in Classrooms；課堂研究。台北：五南圖書出版公司。
李源順（1999）：數學教師在校內互動促進自我專業發展的個案研究。國立臺灣師範大學數學研究所博士論文。
林碧珍（2001）：發展國小教師之學生數學認知知識－理論結合實務研究取向的教師專業發展。師大書苑。
邱憶惠（2002）：國小級任教師知識之個案研究。國立高雄師範大學教育學系博士論文。
陳燕榆（2000）：臨床視導在國小實習教師教學輔導實施之接受度及其相關研究。國立台北師範學院國民教育研究所碩士論文。
許坤富（2002）：教師參與社會科成長團體對其教學信念影響之研究。國立花蓮師範學院國民教育研究所碩士論文。
黃敏（1993）：國民小學教師教育信念之研究：以兩名國小教師為例。國立台北師範學院初等教育學系碩士論文。
黃姬芬（2002）：國小教師管教信念與管教行為相關之研究。臺中師範學院國民教育研究所碩士論文。
鄭長河（2000）：一位國中數學教師專業成長個案研究。國立高雄師範大學數學研究所碩士論文。
鄭育青（1998）：師生教學互動中的性別差異:一個國小數學教室的觀察。國立花蓮師範學院國民教育研究所碩士論文。
賴政國（2001）：國小教師臨床教學視導之行動研究。國立台北師範學院課程與教學研究所碩士論文。
鍾靜、許馨月、翁嘉聲（2001）：專家教師經營討論式數學教學之個案研究。
顏啟麟（2001）：九年一貫的理念和精神。新竹市九十學年度科學教育－數學科國小教師在職進修研習演講。
羅昭強（2002）：談國小數學建構取向教學。永不停止的對話—談國小數學教育，91-105。
羅昭強（2001）：國小LOGO電腦輔助學習之研究。行政院國家科學委員會專題研究計畫成果報告。計畫編號NSC89-2511-S-134-009
譚寧君（1990）：兒童數學態度與解題能力之分析探討。台北師院學報，第五期，621-681。
饒見維（1996）：教師專業發展──理論與實務。台北：五南圖書出版公司。
Burden, Paul R. (1990). Teacher Development. In W.R. Houston (Ed.), Handbook of Research on Teacher Education: A Project of the Association of Teacher Educators. New York: Macmillan.
Burden, Paul R. (1981) Teachers' Perceptions of Their Personal and Professional Development. (ERIC Document Reproduction No.ED210258)
Burden, Paul R. (1982) Implications of Teacher Career Development: New Roles for Teachers, Administrators, and Professors. (ERIC Document Reproduction No.ED223609)
Berg, Marlowe; And Others. (1989). The Effect of Preservice Clinical Supervision on Beginning Teachers. (ERIC Document Reproduction No.ED310096)
Grouws, Douglas A.; Good, Thomas L. (1988) Teaching Mathematical Problem Solving: Consistency and Variation in Student Performance in the Classes of Junior High School Teachers. (ERIC Document Reproduction No.ED292680)
Good, Thomas L. (1982) Classroom Research: What We Know and What We Need to Know. Report No. 9018.Brophy, Jere (ERIC Document Reproduction No.ED251436)
Good, Thomas L. (1984) Teacher Behavior and Student Achievement. Occasional Paper No. 73. (ERIC Document Reproduction No.ED251422)
Good, Thomas L. (1984) Research on Teacher Expectations. (ERIC Document Reproduction No.ED249587)
Good, Thomas L. (1983) Recent Classroom Research: Implications for Teacher Education. (ERIC Document Reproduction No.ED237459)
Good, Thomas L.; Brophy, Jere E. (1969) Do Boys and Girls Receive Equal Opportunity in First Grade Reading Instruction? (ERIC Document Reproduction No.ED041848)
Jerich, Kenneth F. (1986) A Survey of Pre-service Teachers Enrolled in a General Methods Course with Perceptions of Micro-teaching Laboratory toward Various Components of the Experience. (ERIC Document Reproduction No.ED289854)
Koehler, M.S. ＆ Grouws, D.A. (1992). Mathematics teaching practices and their effects. In D.A. Grouws (ed.) (1992). Handbook of research on mathematics teaching and learning, National Council of Teachers of Mathematics, Macmillan
Publishing Company, New York. pp.115-126
NCTM. (1990). Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston.
Shulman, L. (1986). Those who understand: knowledge growth in teaching.
Educational Researcher, 15,4-14.
Smith, D.C. & Neale, D.C. (1991). The construction of subject-matter knowledge in primary science teaching. In J. Brophy (Ed.), Teacher’s Knowledge of Subject Matter as It Relates to Their Teaching Practice. Advances in Research
on Teaching (v2). Greenwick, Connecticut: JAI Press Inc.
Strachan, Jillian L.(1981). Instructional Supervision and Teacher Development.
The Australian Administrator; v2 n2 Apr 1981 (ERIC Document Reproduction No.ED213139)
Tan Ning-chun (1990). Cross-Cultural Comparison of Differences in Mathematics Attitude and Grade Six Students’ Ability to Solve Problems, Journal of Taiwan
Provincial Taipei Teachers College, Vol. III(June 1990), 289-324.