本研究旨在探討小六學童於數學探究教學的情境脈絡下，樣本空間概念的發展與轉變情形。研究採取詮釋性研究法，收集的資料包括課堂錄影錄音、研究者課堂札記和學生數學日誌等資料，研究對象為南部地區某公立小學一個小六班級的31位學童。結果發現在探究教學前，學童會受個人生活經驗影響而具有質樸的初始樣本空間概念。另外，骰子上的點數可視為一種明顯組合的線索，能協助學童思考樣本點的排列組合。經由探究教學後，所有的學童皆能根據樣本空間觀點解機率問題，大部份的學童皆能列出二維、甚至三維樣本空間。此外對小六學童而言，理解並列出兩個硬幣樣本空間的難度比較高。並提出對於課程與教學上的建議。

This study adopted an interpretative research method in order to investigate the development of the concept of sample space among sixth graders during mathematics inquiry teaching. The data comprised videotapes and audiotapes of classroom teaching practices, the researchers’ journals, and the notes of 31 sixth graders of an elementary school in southern Taiwan. The results indicated that before inquiry teaching, most students had a naive concept of sample space, affected by their daily experiences. Moreover, the numbers on the sides of dice are potential cues for students to understand permutation. After inquiry teaching, all students were able to solve probability problems based on sample space and list two-stage or even three-stage sample spaces. In addition, sixth graders experience difficulty in listing the sample space of tossing two coins. Furthermore, the study provides some suggestions to improve the mathematics curriculum and teaching practices.