• 作者： 李源順、林福來、陳美芳
• 作者服務機構： 臺北市立教育大學數學系含數學教育碩士班; 國立臺灣師範大學數學系; 國立臺灣師範大學特殊教育學系
• 中文摘要： 本研究的目的是以小學教師數學教學發展標準(Standards for Development in Elementary Mathematics Teaching, SDEMT)為工具，探究理論持分者(數學教育學者)與實務持分者(輔導團團員)對不同身分國小教師所需具備知能的觀點。研究採問卷調查法，調查34位對國小數學教育有培育或研究經驗的學者，以及全省75位國小數學輔導團成員。研究發現，學者和團員對學生教師所要修讀的科目與教師專業發展的時程大致相同。但是理論持分者採實務型觀點，實務持分者採理想型觀點，造成不同身分教師所需要具備的專業知能，團員的觀點比學者的觀點高約一個身分的知能。
• 英文摘要： This paper reported the mathematics teaching professional knowledge (or competence) of Elementary Teacher Identities between the view of theory stakeholder (educators) and practice stakeholder (advisers) with the tool of Standards for Development in Elementary Mathematics Teaching (SDEMT). This research was based on questionnaire. We surveyed 34 educators who have nurtured or study experiences of elementary education, and 75 advisers of elementary mathematics education. The research found that educators and advisers have the same view about the curriculum of student teachers to learn. But the results that theory stakeholder with practice view and practice stakeholder with ideal view make advisers’ view one level higher than educators’ view about the professional knowledge/competence of teacher identities.
• 中文關鍵字： 國小教師、理論持分者、實務持分者、數學教學專業知能
• 英文關鍵字： Elementary Teacher, Theory Stakeholder, Practice Stakeholder, Professional Knowledge/Competence of Mathematics Teaching