本研究旨在探討國小學童知覺的數學課室目標結構、對數學領域所抱持的知識信念與學習行為三者之關係。本研究採用問卷調查法來探討研究目的，抽取彰化縣18 所國小，共923 名國小六年級學童為研究樣本。研究結果發現：（1）國小學童知覺的數學課室目標結構現況具有中上水準之表現，即為精熟目標結構；（2）國小學童數學知識信念現況具有中上水準之表現；（3）在數學課室目標結構的知覺與數學知識信念方面，不同性別並無顯著差異；在學習行為方面，男生的興趣高於女生，女生比男生較常使用息處理策略；（4）學童知覺的數學課室目標結構與學習行為組型有顯著正相關；學童數學知識信念與學習行為組型有顯著正相關；（5）課室目標結構中的「學習工作」、「認可與評量」與知識信念呈顯著正相關；「分組」與「學習的控制性」、「知識的權威性」呈顯著負相關，而與「知識的辯證性」呈顯著正相關；（6）經由多元迴歸分析結果顯示，數學課室目標結構對學習行為、數學知識信念對學習行為與數學課室目標結構對數學知識信念均有顯著預測力；（7）數學知識信念為數學課室目標結構與學習行為的中介變項。

The purpose of this study was to explore the relations of mathematics classroom goal structures, mathematics epistemological beliefs and learning behaviors to the students at elementary schools. The samples of the research were the 6th graders of elementary schools in Changhua County, collected from 18 elementary schools, altogether 923 students. The results of this study showed: (1)The levels of elementary school students’ mathematics classroom goal structures and students’ mathematics epistemological beliefs were ranked as above average. (2) Gender didn’t have differences on mathematics classroom goal structures and mathematics epistemological beliefs, but gender were significant differences on mathematics learning behaviors. (3)The correlations between mathematics classroom goal structures and mathematics learning behaviors were significant. And the correlations between mathematics epistemological beliefs and mathematics learning behaviors were significant. (4) There were positive correlations between mathematics classroom goal structures (task, recognition/evaluation) and mathematics epistemological beliefs.
(5) There were negative correlations between mathematics classroom goal structures (grouping) and mathematics epistemological beliefs (the control of knowledge acquisition and the authority of knowledge), but the correlation between grouping and the justification of knowledge was positive. (6) Either mathematics classroom goal structures or mathematics epistemological beliefs could significant predict mathematics learning behaviors. Furthermore, mathematics classroom goal structures could positively predict mathematics epistemological beliefs. (7) Mathematics epistemological beliefs were the mediator between mathematics classroom goal structures and mathematics learning behaviors.