研究目的為比較應用不同媒體用來調查國小師資生數學教學覺察力之差異，採問卷調查法，以台灣北部某國立大學教育學院師資生為研究對象(n=50)。依據其大學選修「普通數學」之期中考成績將之隨機分配至現場影片組(n=25)或動畫組(n=25)。
兩組使用相同的評量問卷，差別在現場影片組看一段六分鐘的平行四邊形面積教學影片；動畫組則是看同一段與影片組教學內容相同的動畫。資料分析透過敘述統計和惠特尼U考驗(Mann-Whitney U test)比較兩組在觀看不同評量媒體後的覺察力表現、感受以及偏好上是否有所差異，並輔以訪談了解兩組師資生對影片與動畫的感受與偏好。研究結果發現：
1. 國小師資生在觀看現場影片或動畫後的數學教學覺察力表現無顯著差異。
2. 國小師資生對現場影片或動畫的投入程度感受無達到顯著差異。
3. 國小師資生對現場影片與動畫的真實度感受有顯著差異。
4. 國小師資生對兩種媒體的偏好都差不多，但大多數職前教師認為現場影片較動畫能表達出師生互動。

The purpose of this study was to compare the differences between using two media for investigating elementary school student teachers’ noticing of mathematics teaching. A survey method was used. Student teachers (n=50) of college of education in one national university in Northern Taiwan are surveyed. Those student teachers are randomly assigned to the video group (n=25) and the animation group (n=25) based on their midterm exam results of the general mathematics elective course in the university.
Both groups used the same questionnaires. Video group watches a six-minute long video on the topic of the area of the parallelogram, while the other group watches the animation version in which the content is the same as the one in the video group. We used descriptive statistics and Mann-Whitney U test to analyze the data and compared the differences on the dimensions of teacher noticing, perception of the media and preference of the media between these two groups. Following-up interviews were used to understand the student teachers responses in the questionnaires. The research results indicated:
1. There was no significant difference on noticing of mathematics teaching between video group and animation group.
2. No significant difference was found regarding the engagement level between video group and animation group.
3. Significant differences were found regarding the realistic level of the media between two groups.
4. Elementary school student teachers showed non-significant differences between the two media, but most elementary school student teachers thought there were more teacher-student interactions in the video than in the animation by the interview data.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 5
第四節 研究限制 7
第二章 文獻探討 8
第一節 教師覺察力的定義與重要性 8
第二節 師資生的覺察力 12
第三節 師資生覺察力的評量與媒體 17
第三章 研究方法與設計 27
第一節 研究設計與架構 27
第二節 研究流程與進度 29
第二節 研究對象 31
第三節 研究工具 33
第四節 資料收集與分析 42
第四章 研究結果與討論 47
第一節 師資生對於平行四邊形面積教學的教學先備知識為何 47
第二節 師資生在兩種媒體下的數學教學覺察力表現與差異 51
第三節 師資生對兩種不同媒體的感受 63
第四節 師資生對兩種不同媒體的偏好 73
第五節 高中就讀不同類組的國小師資生透過不同數學教學覺察力評量媒體評量後呈現出的覺察力表現、感受與偏好 93
第五章 研究結論與建議 97
第一節 結論 97
第二節 建議 99
參考文獻 104
一、中文文獻 104
二、西文文獻 105
附錄一 數學教學覺察力問卷 112
附錄二 影像同意使用授權書 135

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