本研究旨在探究國小教師解數常識情境問題之解題策略以及了解教師數常識之教學策略為何。研究者參考相關文獻設計訪談問題單，包含數常識情境問題及教學策略問題以作為研究工具，針對某國小之數學成長社群五位現職教師進行半結構性訪談。
研究結果發現：受訪教師在解數常識情境問題使用數常識解題策略之比例不高，顯示數常識能力尚待提升，尤其在認知數字大小與判斷答案之合理性之解題最弱且教師缺乏對數字關係之概念性理解、估算及使用參考點的能力。更進ㄧ步發現，教師缺乏數常識能力也影響了教師的教學行為。研究結果顯示教師解題教學多偏向傳統算則，即使教師具有數常識概念，但少有數常識概念融入教學活動中。另外，訪談中可發現受訪教師認同傳統算則，算出精確答案較容易讓學童了解，數常識之解題策略不易讓學生理解。綜上所述，教師本身數常識能力尚待提升且須加強數常識融入教學之能力，值得教育行政單位重視。

The purpose of this study was to examine the strategies used by teachers when solving number sense situated problems. This study designed the number sense situated problems and possible teaching strategies used by the teachers through the method of semi-structured interview to interview five teachers. The results indicate that the percentages of using number sense methods to solve problems were not high. This indicates that participants’ number sense should be improved. Teachers performed the worst in recognizing the relative number size and judging the reasonableness of a computational result. In addition, teachers are lack of understanding the concept of numbers, estimation and using benchmarks. Furthermore, teachers who are lack of the knowledge of number sense also affect their teaching behaviors. This result shows that this way of teaching is inclined to use standard written algorithms. Even teachers who have the number sense, they seldom use it in teaching activities. Through the interviews, the teachers agreed that students understood more easily with the standard written algorithms. At the same time, the number sense strategies which used to solve situated problems were much more difficult for students to understand. As a result, teachers' number sense should be improved and reinforced the abilities of teaching number sense in mathematics classrooms. This is the most important issue for our Education Bureau.

目次
中文摘要………………………………………………………………2
英文摘要………………………………………………………………3
目次 …………………………………………………………………4
表次 …………………………………………………………………6
圖次 …………………………………………………………………8
第一章 緒論
第一節 研究動機 ……………………………………………………1
第二節 研究目的 ……………………………………………………3
第三節 名詞釋義 ……………………………………………………3
第四節 研究範圍與限制 ……………………………………………4
第二章 文獻探討
第一節 數常識的意義及理論架構………………………………… 5
第二節 教師數學知識與數常識之相關性 …………………………13
第三節 教師數常識知識之相關性 …………………………………17
第三章 研究方法與步驟
第一節 研究設計及架構 ……………………………………………21
第二節 研究場景與研究參與者 ……………………………………24
第三節 研究工具 ……………………………………………………26
第四節 資料蒐集與分析…………………………………………… 29
第五節 研究流程 ……………………………………………………35
第六節 前導性研究 …………………………………………………37
第四章 研究結果分析與討論
第一節 國小教師數常識解題策略與解題表現 ……………………43
第二節 教師之數常識教學策略 ……………………………………102
第五章 結論與建議
第一節 結論…………………………………………………………131
第二節 建議…………………………………………………………136
參考文獻
中文部分 …………………………………………………………139
外文部分 …………………………………………………………141
附錄
附錄一 前導性訪談問題單 …………………………………………145
附錄二 正式訪談問題單 ……………………………………………150

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