隨著科技的發展和線上教學的普及，教師在課堂中的教學行為往往會受本身的教學信念影響，進而影響學生的學習成效。加上數學是日常生活中無所不在的一部份，因此本研究欲針對國小教師數學教學信念和線上教學行為進行探究。本研究主要為探討國民小學教師的數學教學信念以及線上教學行為，透過問卷調查法，以713位國民小學教師教授數學線上教學為研究對象。問卷回收後，進行資料整理，以探索性因素分析、驗證性因素分析、描述性統計、皮爾遜績差相關、路徑分析進行資料分析，並了解之中是否存在中介效果。研究結果發現國小教師數學教學信念與線上教學行為有正向關聯，數學教教學信念越強的國小教師，傾向有積極的線上教學行為，而教師的數學教學信念無法直接預測實境式學習，但可以透過數位媒體自我效能來預測，此外數位媒體自我效能具有中介效果，為教師數學教學信念和線上教學行為的重要預測變項。本研究深入了解國小教師數學較學信念和線上教學行為之關聯性，可做為未來教育現場線上教學實踐的參考。

This study primarily focuses on exploring elementary school teachers' mathematics teaching beliefs and online teaching behaviors through a questionnaire survey. The research sample consists of 713 elementary school teachers who teach mathematics online. After collecting the questionnaires, the data will be organized and analyzed using Exploratory Factor Analysis, Confirmatory Factor Analysis, Descriptive Statistics, Pearson correlation analysis, and Path Analysis to understand whether there is a mediating effect. The research findings reveal a positive correlation between elementary school teachers' mathematics teaching beliefs and online teaching behaviors. Teachers with stronger mathematics teaching beliefs tend to exhibit more positive online teaching behaviors. It was also found that teachers' mathematics teaching beliefs cannot directly predict online authentic learning but can be predicted through digital media self-efficacy. Furthermore, digital media self-efficacy is a mediator, playing an essential role in predicting teachers' mathematics teaching beliefs and online teaching behaviors.

Abou El-Seoud, M. S., Taj-Eddin, I. A., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning (iJET), 9(4), 20-26.
Adnan, M., Zakaria, E., & Maat, S. M. (2012). Relationship between mathematics beliefs, conceptual knowledge and mathematical experience among pre-service teachers. Procedia-Social and Behavioral Sciences, 46, 1714-1719.
Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
Bajaj, P., Khan, A., Tabash, M. I., & Anagreh, S. (2021). Teachers’ intention to continue the use of online teaching tools post COVID-19. Cogent Education, 8(1), 2002130.
Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
Beswick, K., Callingham, R., & Watson, J. (2011). The nature and development of middle school mathematics teachers' knowledge. Journal of Mathematics Teacher Education, 14(1), 1–27.
Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. The Journal of Experimental Education, 80(3), 263-283.
Clark, L. M., DePiper, J. N., Frank, T. J., Nishio, M., Campbell, P. F., Smith, T. M. & Choi, Y. (2014). Teacher characteristics associated with mathematics teachers' beliefs and awareness of their students' mathematical dispositions. Journal for Research in Mathematics Education, 45(2), 246-284.
Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. Mathematics Teaching: The state of the Art, 249, 254.
Ertmer, P., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs and Culture Intersect. Journal of Research on Technology in Education, 42, 255-284.
Forgasz, H. J., & Leder, G. C. (2008). Beliefs about mathematics and mathematics teaching. In International Handbook of Mathematics Teacher Education: Volume 1 (pp. 173-192). Brill Sense.
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics.
Ghazali, N., & Nordin, M. S. (2019). Measuring meaningful learning experience: Confirmatory factor analysis. International Journal of Innovation, Creativity and Change, 9(12), 283-296.
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106.
Gurjar, N. (2020). Leveraging social networks for authentic learning in distance learning teacher education. TechTrends, 64(4), 666-677.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L. & Black, W. C., Multivariate data analysis with reading (3rd ed.), Macmillan Publising Company, New York, 1992.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Hart, L. E. (2002). Pre-service teachers’ beliefs and practice after participating in an integrated content/ methods course. School Science and Mathematics, 102 (1). pp 4-15.
Howard, S. K., Chan, A., & Caputi, P. (2015). More than beliefs: Subject areas and teachers' integration of laptops in secondary teaching. British Journal of Educational Technology, 46(2), 360-369.
Howland, J. L., Jonassen, D. H., & Marra, R. M. (2013). Meaningful learning with technology: Pearson New International Edition. Pearson Higher Ed.
Irmada, F., & Yatri, I. (2021). Keefektifan Pembelajaran Online Melalui Zoom Meeting di Masa Pandemi bagi Mahasiswa. Jurnal Basicedu, 5(4), 2423-2429.
Jamalzadeh, M., & Shahsavar, Z. (2015). The effects of contextual factors on teacher's beliefs and practices. Procedia-Social and Behavioral Sciences, 192, 166-171.
Jong, C., Hodges, T. E., & Welder, R. M. (2012). Conceptions of mathematics in related contexts: Measuring elementary teachers’ development over time. In American Educational Research Association conference, Vancouver, Canada.
Kreber, C., & Kanuka, H. (2006). The scholarship of teaching and learning and the online classroom. Canadian Journal of University Continuing Education, 32(2).
Kundu, A. (2020). Toward a framework for strengthening participants' self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351-370.
Kuntarto, E. (2017). Keefektifan model pembelajaran daring dalam perkuliahan bahasa Indonesia di perguruan tinggi. Indonesian Language Education and Literature, 3(1), 99-110.
Lazim, M. A., Abu Osman, M. T., & Wan Salihin, W. A. (2004). The statistical evidence in describing the students’ beliefs about mathematics. International Journal for Mathematics Teaching and Learning, 6(1), 1-12.
Liljedahl, P. G. (2005). Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 36(2-3), 219-234.
Lu, Y. (2011). Using a Virtual Classroom to Teach Online Mathematics. Online Submission.
Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166.
Mansour, N. (2009). Science teachers' beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48.
McDuffie, A. R. (2004). Mathematics teaching as a deliberate practice: An investigation of elementary pre-service teachers' reflective thinking during student teaching. Journal of Mathematics Teacher Education, 7(1), 33-61.
Minarni, B. W., Retnawati, H., & Nugraheni, T. V. T. (2018, September). Mathematics teachers’ beliefs and its contribution toward teaching practice and student achievement. In Journal of Physics: Conference Series (Vol. 1097, No. 1, p. 012143). IOP Publishing.
Mulatsih, B. (2020). Penerapan aplikasi Google Classroom, Google Form, dan Quizizz dalam pembelajaran kimia di masa pandemi Covid-19. Ideguru: Jurnal Karya Ilmiah Guru, 5(1), 16-26.
Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in Vocational High School: Teachers' Beliefs and Practices. Journal of English Teaching, 6(2), 122-133.
Principles, N. C. T. M. (2000). standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics.
Nikolopoulou, K., & Kousloglou, M. (2022). Online teaching in COVID-19 pandemic: secondary school teachers’ beliefs on teaching presence and school support. Education Sciences, 12(3), 216.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. Second Handbook of Research on Mathematics Teaching and Learning, 1, 257-315.
Phillips, M. S. (2009). Beginning teacher beliefs and wise practices: A case study of a high school social studies teacher. University of Florida.
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19. Jurnal Penelitian Pendidikan, 20(3), 392-406.
Sang, G., Liang, J. C., Chai, C. S., Dong, Y., & Tsai, C. C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 19, 307-317.
Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research.
Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., & Sointu, E. (2015). The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81, 49-58.
Wong, S. (2016). Development of teacher beliefs through online instruction: A one-year study of middle school science and mathematics teachers’ beliefs about teaching and learning. Journal of Education in Science Environment and Health, 2(1), 21-32.
Yang, X., & Leung, F. K. (2015). The relationships among pre-service mathematics teachers’ beliefs about mathematics, mathematics teaching, and use of technology in China. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1363-1378.
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. Zdm, 52, 281-294.
Zhao, X., Lynch, J.G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis. Journal of Consumer Research, 37(2), 201.
Zheng, H. (2009). A review of research on EFL pre-service teachers' beliefs and practices.