本研究以兩位不同背景的國中數學教師為對象，探討個案教師的平均數知
識、觀感及其實務間的關係進行初步探討。本研究採用個案研究法，透過教學
觀察、課前課後訪談和學生問卷來蒐集相關資料。從教師所具備的知識、觀感；
在課程中實施與否以及改變與否等三個面向來了解教師實施統計課程的情形。
結果發現一位教師對於平均數的內容知識以及學習者的知識相當充足，但其
教學知識並不足夠甚至有錯誤的地方，對於平均數的內容觀感俱備正確性、真
實性以及有效性，認為統計教學應該要多讓學生去感受統計數字背後的含意，
並且指出學生對於統計應該是感到喜歡並具有實用性；另一位教師在平均數
的教學知識的部分較為充足，但因對抽樣概念較為缺乏，使得對於內容知識以
及學習者的知識較為不足，對於平均數的內容觀感俱備正確性、真實性以及有
效性，認為統計教學應該要避免大量的計算，同時也指出學生對於統計應該是
感到不排斥具有實用性。
在課室的呈現上，一位教師較偏向傳統的課程實施，談到的平均數性質以
教科書內容為主，不會因對於學習者的知識而有所改變，其教學知識並沒有完
全展現在課程之中並且輔以大量舉例的方式來傳達 T1 本身的觀感；T2 則較偏
向開放討論的方式，因此談到的平均數性質較教課書內容多，其教學知識並沒
有完全展現在課程之中，也是輔以大量舉生活例的方式來傳達 T2 本身的觀感。
在受到改變的情況上，T1 大部分的知識與觀感並不會因教學而受到改變，
僅教學法知識會受到實務中(時間點、學生反應)影響，而產生了一些消弱反應；
T2 大部分的知識與觀感並不會因教學而受到改變，但教學法知識會明顯受到
實務中(與學生一起討論)而明顯增強。

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