本研究目的在探討數學教學實習輔導之內涵並發展檢核表，藉此實習輔導教師可以 掌握數學教學實習輔導的指導重點與方向，實習學生亦可瞭解數學教學的實習重 點。透過主題座談、焦點座談、研發會議等進行對話，探討數學教學實習輔導的內 涵，並以檢核表之形式呈現。共歷經兩年五階段：醞釀期並無明確的實習輔導方 針，依現場實務隨機指導實習學生；形塑期，兩校探討數學教學實習輔導之內涵， 並據以發展實習輔導檢核表；實施期，試用檢核表並依現況調整其內涵；精緻期， 進一步修正確認，形成校本數學教學實習輔導檢核表，其內涵均著重於專業實踐； 整併期，在不失校本精神下，從專業知能、專業實踐及專業特質三個面向分析與整 併兩校本數學教學實習輔導檢核之內涵，並參考相關數學教學專業標準加以調整與 彙整成數學教學實習輔導檢核表。國小數學教學實習輔導共計25 項輔導重點；專 業知能面向占16％、專業實踐面向占68％、專業特質面向占16％。數學教學實習 輔導之內涵與檢核表，可作為數學教學實習輔導之參照依據，亦可作為一般教師數 學教學專業成長之參考。

The purpose of this study is to review the contents of the mathematics teaching mentoring and hence to develop a checklist can be used by mentors and student teachers. Mentors could use this checklist to provide appropriate guidance and direction. Student teachers could use it to understand what they should focus on during mathematics teaching. Two elementary schools develop a preliminary school-based checklist of the mentoring contents through their internal focus group discussions and cross-school seminars. This two-year exploratory research has gone through five stages: firstly, incubation stage where no specific mentoring plan was in place; secondly, formation stage while developing an initial version of the mathematical teaching contents’ checklist; also, implementation stage by making trial uses of the checklist and refining it; then, elaboration stage while refining and finalizing the individual school-based checklist; lastly, integration stage by consolidating the individual school-based checklists into the mathematics teaching checklist and incorporating the balance in professional knowledge and competence, professional practice, and professional attributes. Among the twenty-five items in the integrated checklist, four are for professional knowledge and competence, seventeen are for professional practice, and four are for professional attributes. This integrated checklist not only can be used for elementary mathematics mentoring but also can be used as a professional growth reference for elementary school mathematics teachers.