本研究旨在發展職幼教師數學教學專業成長，為此，本研究設計階段性的『職前幼教師數學教學專業成長方案』達成研究目的。研究對象來自某大學修幼教學程「數學」課的師資生。方案的實施分兩階段：第一階段以充實幼兒數學知識及演練教學為主，有四十名職前幼教師參與研究；第二階段的研究對象來自第一階段的二十名職前幼教師，分別進入幼稚園實際教學。本研究以調查、觀察、訪談及評量蒐集資料。研究結果發現經過第一階段的學習，職前幼教師數學知識與數學教學知識提升；第二階段因同儕支持、督導的回饋及經驗的累積，職前幼教師教學能力提升。其中，以協同合作教學的方式較能在實務現場順利完成教學，研究的結果將進一步討論。

The purpose of study was to develop pre-service kindergarten teachers of knowledge and capacity in professional mathematical teaching. There were two stages in this study. First stage was to enforce the preservice teachers of mathematics knowledge and instruction. There were 40 subjects, who were recruited from the mathematical class in kindergarten program of Centers of Teacher Education. Second stage was to divide twenty subjects into two groups to teach kindergartens, they all came from the first stage. One of group adapted collaborate instruction, another one was individual instruction. Method of data collection applied observation, interview, survey, and evaluation. The result indicated that the preservice teachers all mathematical knowledge and skills were promoted in the first stage, otherwise; In the second stage, preservice teachers improved their teaching competence via various ways which included peer coaching, expert guidance, and increasing experiences. As for the group of collaborate teaching got successful instruction and built confidence in teaching. The finding of research need to further discuss .