本研究旨在整合眼界數學知識(Horizon Content Knowledge, [HCK])之模型，進而探討學生對於具有HCK取向與解題取向教學的知覺(perceptions)。針對HCK模型中的基礎數學知識(Fundamental mathematical knowledge)，我們設計｢HCK取向｣與｢解題取向｣的教學方式，對68位高一學生分別進行這兩種不同取向的教學，請學生比較何種取向最能幫助他們學習。研究結果發現(1)學生普遍認為HCK取向的教學較能幫助他們瞭解整個問題的思考脈絡(73.5%)，對低成就學生更是如此(85.7%)；(2)不同數學成就學生存在不同偏好教學取向(χ2(2)=8.37, p<.05)；(3)｢數學成就｣與｢偏好HCK取向教學｣呈現中度負相關(r=-.292, p<.05)。整體而言，研究結果顯示HCK取向的教學較能幫助學生學習，尤其是中、低程度的學生，而高成就學生似乎較偏好｢解題取向｣的教學。

The purpose of this study is to investigate the high school students’ perceptions on the HCK and non-HCK (problem-solving) teaching approaches. According to the fundamental mathematical knowledge in the HCK model, we design the HCK and non-HCK teaching approaches in the shortest distance problem. The study included 68 high school students with high, medium and low mathematics achievement. These students were exposed in the HCK and non-HCK teaching, respectively. The results showed that: (1) HCK teaching approach could help students better understand how to solve the problem conceptually (73.5%). (2) The relation between mathematics achievement and teaching preference was significant (χ2(2)=8.37, p<.05). (3) There was a significant negative correlation of -.292 (p<.05) between mathematical achievement and HCK teaching approach. In the summary, the HCK teaching approach seems to better help the medium and low mathematics achievers to learn the problem; the high mathematics achievers seem to more prefer non-HCK teaching approach.