摘 要
教師是課程的實踐者，也是教學的決定者。自民國八十五年逐年實施的新數學課程；在理念上與過去有相當大的不同。
本研究主要的目的在於了解教師實施新數學課程時教學決定的實際情形，包括教師對於新數學課程的認知與思考，數學教學前、中、後的決定，以及影響教學決定的因素，以作為教師數學教學時的參考。為達成上述的目的，本研究採用觀察教學，晤談文件分析等方法進行研究，首先進行相關文獻的探討， 其次是實際觀察兩位教師從事數學教學的情況，探討教師做了那些教學決定，並透過訪談進一步了解教師在做教學決定時，會受到那些因素影響。
最後，歸納研究發現，提出結論如下︰
(ㄧ)教師對數學教學的認知，以教師個人的信念為基礎，融合進修研習與實務
教學經驗而成。
(二)實施新數學的教師，在互動教學中對於教師角色，學習歷程，教學目標的
達成之間如何平衡的問題，產生困境，而有調整與因應的決定。
(三)教師會將課程理念個人化，以配合自己教學所需
(四)新數學漸進而多元的解題觀，使教師教學時必須做更多的決定。
(五)實施新數學的教師之教學決定受到個人和多種情境因素交互作用的影響，包括教師對於學科本身、課程的認知，教學信念，受教經驗，教學經驗，人格特質，教材內容，學生反應，學校資源，同事互動與評量措施。
本研究之建議為︰
(ㄧ)充實個人的教育專業與學科專門知能，做出有效的教學決定。
(二)經常自我省思有助於提升教學決定的品質。
(三)改進評量方式以落實新數學精神。
(四)充實數學教學資源。
(五)慎選教科書，定期根據實際教學情況提供出版商改建的建議。
(六)落實以學校為本位的進修觀念，帶動校內教學研究的風氣。
(七)加強職前與在職進修教育，促進教師決策行為能力發展。
(八)發展數學科的協同教學。

Abstract
A case study of Elementary teachers’ decision making in implementing teaching of new mathematic curriculum .
Teachers are the curriculum’s practicers , and the decision maker in teaching .The implementation of new mathematic curriculum based on constructionism began in 1996 . The purpose of this study was to interpret elementary teachers’ decision making in implementing teaching of new mathematic curriculum . It included teachers’ cognition and thoughts of new mathematic curriculum , and preactive , interactive and postactive decisions of mathematic teaching , and the factors affecting their decisions .
Qualitative research was adopted in this study. The methods include classroom observation , interviews , related documents analysis .
The results of this study included :
1. The teachers’ cognition of new mathematic curriculum were based on the personal belief of teachers themselves, mixed together with their experience of pre-service and in-service training.
2. When teachers implemented new mathematic curriculum,they faced difficulties on issues of balancing teachers’role, learning process, and how to achieve teaching goals, thus they had to make adjustments to a certain extent.
3. Teachers would personalize the curriculum’s ideas, to match with their own teaching.
4. The ideas in new mathematic curriculum solving problems with multi-ways increase teachers’decision-making situations.
5. Teachers’ decision- making was affected by personal and situated factors when they implement new mathematic curriculum.
Based on the above findings , the recommendation listed as below:
1. Teachers should enrich their professional and specific subject ability so they can make more effective decision.
2. Teachers should often reflect on their teaching to upgrade the quality of their decision-making ,
3. The techniques of assessment should be improved.
4. The mathematic resources should be enriched in all schools.
5. The textbooks should be chosen prudently.
6. Teacher’s in-service training were encouraged to allocate in schools.
7. The development of teachers’ ability of decision-making should be promoted .
8. The co-teaching in mathematics should be developed .

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