本研究旨在發展適用數學學習領域的中小學生「數學知識信念量表」（Epistemological Beliefs towardsMathematics Scale, EBMS）。本研究分預試與正式施測兩 階段，兩階段皆採用分層抽樣方式，各抽取中小學生457人與861 人。以預試資料 進行探索性與驗證性因素分析，結果獲得四個因素：天生能力、快速學習、簡單知 識、確定知識，其內部一致性Cronbach’s 係數分別為.81、.79、.76、.77，16 題的 總量表Cronbach’s 係數為.86，顯示本量表具有良好的信度。再以正式施測資料進 行測量恆等性考驗，考驗結果發現不同年級具測量恆等性，顯示本研究發展的「數 學知識信念量表」具有良好的建構效度。

The main purpose of this study was to develop the Epistemological Beliefs towards Mathematics Scale (EBMS) on the 5th - 8th graders in elementary and high school who study mathematics. The present study included two phases: pretest and test. By adopting stratified sampling in both phases, 457 and 861 students were selected for the pretest and the test, respectively. After the data collected from the pretest were conducted with exploratory factor analysis and confirmatory factor analysis, four factors including fixed ability, quick learning, simple knowledge, certain knowledge were extracted. The internal consistency of the Cronbach’s alpha of the EBMS were .81, .79, .76, .77, and .86 for total score. This shows the EMBS has good reliability. The measurement invariance was conducted to the test and the results discover that the students from different grades have invariance of measurement. Therefore, it shows that the EBMS has good construct validity.