數學課是教師、學生，與數學三者互動的歷程，教師的教學知能應該讓師生共同經歷一段讓人心動的數學課。在數學課中，專家教師與生手教師的明顯差異為情境技能(situation-specific skill)或覺適(noticing)，本研究目的為了解中學數學職前教師對於教學過程的覺適情形。
本研究對覺適的定義採取三元觀點，包含覺察(attending to)、詮釋(interpreting)，與回應(deciding how to respond)。研究工具為三則以教學過程為主題的測驗題，分別聚焦於教學方法、學習診斷，與關鍵事件，數學內容主題為認識函數與求解一元一次方程式。
本研究對象的母體為44位國立臺灣師範大學數學系的實習教師，施測對象為其中33名。資料分析以謝豐瑞(2012)的「國高中數學教學專業知能指標」為基礎，經分析性歸納得到24個維度、164個項目的編碼架構。
本研究發現覺適的胚騰(17項)與特例(6項)，並經由覺適看出職前教師的類型(3種)與特色(3項)。本研究的主要結論為：國立臺灣師範大學數學系的實習教師對於教學過程的覺適顯現三種特色：
1. 重視數學帶給學生的感覺與價值。
2. 調整或變化教學時，能夠選擇的方法有限。
3. 在教學過程中，偏向考量教師可以做什麼，而非學生可以做什麼。
依研究發現與結論對後續研究與師培教學的主要建議為：尋找讓師生心動的教學典範進行個案研究並以敘事方式呈現，提供師培課程發展個案教學。

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