本研究從數學問題的類型、教師提問與師生間的數學言談，來了解教室內 數學教學的樣貌。採個案研究法，選擇31 位國小教師為對象，每位教師進行3 節課教學錄影，共錄93 節課。結果發現教師使用的問題有91%屬於低認知問 題，82%的教學焦點在事實記憶和運算熟練；教師提問大部分聚焦在協助學生 理解題意、澄清問題中相關的數學概念，僅5%的提問聚焦在解釋、應用、回 顧和類推；師生間的數學言談雖然都包含數學語言、符號與圖像等，但85%的 問題採傳遞模式進行溝通，15%的問題採建構模式。研究結果顯示教室內數學 教學的樣貌和108 課綱的主張間仍有落差存在。

This study examines the types of mathematical problems, teacher questioning strategies, and mathematical discourse to better understand the dynamics of mathematics teaching. A case study approach was adopted. Thirty-one teachers participated in the study. Each teacher taught three mathematics lessons. The findings showed that 91% of the problems were of low-cognitive demand, with 82% of the teaching focused on rote memorization and operational mastery. Most teacher questions aimed to help students understand problems and clarify mathematical concepts to support problem-solving. Only 5% of the questions encouraged students to explain, reason, or apply their thinking processes. The teachers primarily communicated in a didactic rather than constructivist manner.

教師提問、數學教學、數學言談、數學問題

Teachers’ questioning, mathematics teaching, mathematical discourse, mathematics problems