本研究以「個案研究法」探討12位不同年資及背景的國小在職教師的數學教學覺察力。具體的研究目的有二：（1）探討「教學年資」對「數學教學覺察力」的影響，以及不同年資的教師在課堂上所關心的焦點；（2）比較這些教師在不同的覺察力評量方式的表現，藉此回饋覺察力的評量設計。研究程序是讓受訪者看四小段影片，在每次看完影片後都進行三階段的訪談；第一階段是「開放式問答」，第二階段是「具體問題」，最後則是「自由回放」。結果發現，資深教師與資淺教師所能覺察到的事件數差不多，但關注的焦點的確有差異；而第三階段讓受訪者能「自由回放」影片的設計，的確幫助了許多在第二階段中未能答題的受訪者。

This study examined the math teaching noticing of 12 serving primary school teachers with different years of teaching experience through case study method. Two specific objectives include (1) to examine the effects of "seniority" on "math teaching noticing " and the focus of concern by teachers with different seniority in class; (2) to compare these teachers' performance under different evaluation method for noticing to give feedback for the evaluation design. The process is to play four videos and conduct a three-stage interview with respondents after finishing each video; the three-stage interview includes "open question", "specific question" and "replaying video", in this order. Results showed that there is no significant difference in the number of incidents noticed by experienced teachers and less experienced teachers. However, the focus of concern does vary according to the seniority. Besides, the design of replaying the videos in the third stage helps those who failed to answer questions in the second stage.

第一章 緒論 1
第一節 研究目的與待答問題 1
第二節 研究動機 2
第三節 名詞釋義 3
第四節 研究限制 4
第二章 文獻探討 5
第一節 教師覺察力的定義 5
第二節 教師覺察力與信念、知識的關係 8
第三節 教師覺察力評量 9
第四節 生手教師與專家教師 12
第三章 研究方法 18
第一節 研究取向 18
第二節 研究參與者 18
第三節 研究工具及實施 21
第四節 資料分析 34
第五節 研究檢核 35
第四章 研究結果 36
第一節 受訪者的數學教學覺察力－覺察事件 36
第二節 受訪者的數學教學覺察力－平行四邊形教學的迷思概念 45
第三節 受訪者的數學教學覺察力－以「非典型例」進行初次教學 65
第四節 受訪者的數學教學覺察力－「自由回放」階段關注的焦點 75
第五章 研究發現與建議 89
第一節 研究發現 89
第二節 研究建議 94
參考文獻 96
中文文獻 96
西文文獻 97

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