本研究以數學教學概念心像（Concept Image for Mathematics Teaching, CIMT）的觀點，探討中學數學實習教師（以下簡稱為「實習教師」）在面對數學教學情境問題時，所展現出的教學決策其背後之依據。更具體地說，本研究試圖透過實習教師對於教學情境問題的反應，推論其數學教學概念心像的內涵與結構，進而探尋實習教師的核心數學教學概念心像，以及這些概念心像之間彼此的聯繫。透過文獻與辯證方式，本研究抽取學生知能、學生情意、學生思考、學生參與、教學方法、教學表徵選擇、教學期望和數學傳遞等八個教學概念作為數學教學概念心像探究的面向。

本研究主要採用問卷調查法收集研究資料，在樣本方面則採取方便取樣方式對台師大九十七學年度參加數學科教育實習的74位實習教師進行普測，得到有效分析樣本數為63位，並透過「內容分析」、「歸納分析」等方法對所得資料進行質性分析。整體來說，研究發現實習教師的教學表現是一種教學概念心像調節的展現，且對於教學情境因素的改變也展現出十分敏感的調節機制。

在蘊含教學情境的數學教學概念心像展現上，本研究發現實習教師無論在教學準備準備、單元教學、教學回饋等情境上，都展現對於學生知能與數學傳遞兩個面向的重視；而學生參與面向則在進入教學後才成為實習教師經常考量的面向。而學生情意面向、教學方法面向與表徵選擇面向則主要在新概念引入教學與學生不專心的處理上容易展現。另一方面，本研究發現實習教師在面對情境問題時並不常展現教學期望面向；學生思考面向則更是不受到實習教師重視，換言之，無論實習教師認為學生思考對數學學習有多重要，一旦面對情境問題時他們很少給予學生思考的時間與機會。

在不含教學情境的數學教學概念心像展現上，本研究從各個數學教學概念心像面向的內涵以及彼此之間的關聯對實習教師進行分析。研究發現在數學教學概念心像內涵上，有一半以上的實習教師自發性展現學生情意、教學期望與數學傳遞等面向的心像，其類型也呈現多元的面貌；而研究也發現實習教師的數學教學概念心像經常相互的引動而非獨立存在，彼此之間呈現出一種錯綜複雜的關係。其中，又以學生知能與數學傳遞兩個面向與其他面向的關係最為密切。本研究進一步以全體實習教師為分析單位，透過離析實習教師們的核心概念心像，以及心像之間展現蘊轉現象和在情境脈絡上展現比例所形成的連結關係，描繪實習教師之數學教學概念心像結構圖。

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