| Summary: | 本文以現場觀察與校內焦點座談等方式蒐集資料，以兩校共四對實習輔導教師與實習教師為對象，探討在國小課室現場的數學教學實習輔導的現況，以及影響數學教學實習輔導的相關因素。配合教學實習輔導的規劃，把一年的數學教學實習輔導分為三個時期：觀摩見習期、教學實作前期與教學實作後期，來了解課室中數學教學實習輔導的情形。研究發現：實習教師若以整個單元進行數學教學試教，對於提升實習教師的數學教學知識之幫助實為有限；教學觀摩是實習輔導教師與實習教師最重視的活動，更強調教學的脈絡與活潑性。實習輔導過程中，數學教學實習輔導並沒有呈現明顯的階段性，實習輔導教師的實習輔導方式與內容不會因時間點的不同而有差異。另外，實習輔導教師與實習教師的互動關係、實習輔導教師的作為皆會影響實習輔導的進行。
Collecting data via classroom observation and intra-school focused group discussion, the author observed the current practices of four pairs of mentors and student teachers in
their math classrooms at two schools. She tried to explore the current practice of math teaching monitoring and investigate its impacting factors. In order to understand the real practice of mathematics teaching mentoring, it was divided into three stages: watching and learning stage, pre-teaching practice stage and post-teaching practice stage. In this study, the author found that (1) student teachers would gain limited help upon enhancing their mathematics pedagogical knowledge if they taught the whole unit (2) teaching observation emphasizing on context and activities was paid much attention by both mentors and student teachers. During the process of mentoring, no apparent stages were shown in mathematics teaching, in other words, the mentoring ways and contents of mentors remained the same at each stage. Finally, the study showed that both the mentor- student teacher interactions and behaviors of mentors might influence the mentoring.
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