本研究在探究數學資優生家長是如何察覺其子女的數學潛能，及提供了哪些協助以激發子女數學潛能的發展。本研究採問卷調查法，研究對象為96位國小四年級數學資優生家長。採用自編之「數學資優生之察覺與輔導調查問卷」作為研究工具，具內容效度且評定者信度介於.91～.98。本研究發現，數學資優生家長是從認知特質（72.92%）、情意特質（22.92%）和評量成就表現（4.17%）三個面向，來察覺子女早期所展現的數學潛能。在察覺子女之數學潛能後，數學資優生家長主要提供了生活情境中輔導（65.63%）、非正式教育輔導（61.46%）和正式教育輔導（14.58%）三種協助作為，來提昇子女之數學潛能。根據研究結果，研究者提出若干具體建議，供親職教育及未來研究之參考。

The research is to investigate how the parents of mathematically-gifted students perceive their children’s mathematical potential and facilitate their children’s mathematical development. The research method is survey and research subjects are ninety-six parents whose children are fourth mathematically-gifted students. The research tool is a self-designed “Questionnaire on the Perception and Facilitation of Mathematically-gifted Students”. The questionnaire has content validity. The inter-rater reliability is from .91 to .98. The results show that the parents perceive their children’s mathematic ability in early ages from three aspects: cognitive characteristics (72.92%), affective characteristics (22.92%), and achievement characteristics (4.17%). After their perception of mathematical potential, the parents of mathematically-gifted students provide three main supports to facilitate their mathematical potential: daily life guidance (65.63%), informal education guidance (61.46%), and formal education guidance (14.58%). We provide some suggestions for parental education and counseling and for the further research.

家長; 察覺; 輔導; 數學資優生; 數學潛能

parents, perception; facilitation; mathematics-gifted students; mathematics potential