本研究透過「教學信念量表」的施測，選取「傳統取向」與「進步取向」教學信念的中年級國小數學教師各20名，在四種學生數學表現情境之下，進行教學處理的訪談，以探討教師教學信念與教學處理的關係。結果顯示：當面對一個程度比較差的學生表現出錯誤解答時，「進步取向」教師較常用「提示思考」類型的教學處理，而「傳統取向」教師較常用「示範觀察」類型的教學處理；當學生表現出錯誤解答時，「傳統取向」教師對程度較好的學生較常用「提示思考」類型的教學處理，而面對程度較差的學生使用「示範觀察」類型的教學處理；當學生以非標準化步驟獲得正確解答時，兩種教學信念的教師多採用「接納了解」類型的教學處理。進一步地探討，發現「傳統取向」教師較常使用教師講解策略，而「進步取向」教則較常提供同儕討論的機會；探視教師對各類教學處理所提供的理由，本研究建議兩種教學信念的教師，對各種教學處理的觀點及功能有不同的認知，而導致教學處理偏好的差異。

Through the administration of a Teacher Belief Inventory, 40 math teachers in middle grades of elementary schools were selected, 20 with traditional beliefs, and the other 20 with progressive beliefs. All participating teachers were interviewed individually under four situations. In each situation, one student (either with high or low achievement) was presented, who either got an incorrect answer on a problem or got a correct answer with non-standard procedures. Teachers were requested to report their responses on the student’s performance and their reasons behind their responses in each situation. The goal of this study was to explore the relationship between a teachers’ belief and his or her teaching strategy.The results showed that：（1）As a lower math level student presented the wrong solution, the teachers with traditional beliefs more often took a “demonstration to imitate” type of teaching strategy, and the teachers with progressive beliefs more often took a “hint to think” type of teaching strategy.（2）As the student presented the wrong math solution, the teachers with traditional beliefs more often took a “hint to think” type of teaching strategy for a higher math level student, but a “demonstration to imitate ” type of teaching strategy for a lower math level student. （3）As the student presented the correct math solution with non-standard procedures, the teachers with both types of teaching beliefs took an “ approval in understanding “ type of teaching strategy. （4）The teachers with traditional beliefs frequently give lectures, while the teachers with progressive belief encourage discussions with fellows.From the analysis of teachers’ reasons for their chosen responses, this study suggested that teachers with two different types of teaching beliefs had different viewpoints about teaching techniques. As a consequence, teachers were in favor one kind of teaching strategy over the others.