本研究主要目的乃藉由將數學文化融入國小教育學程的數學課程中，來幫助國小師資培育生學習數學。本研究以修讀國小教育學程「普通數學」課程的3個班共160位學生為研究對象，採用行動研究的方法，並透過學習文件、學習回饋單、教學省思札記等工具來蒐集研究資料。研究結果發現：一、由教師配合課程的數學知識及學生特性來撰寫數學文化教材較能吸引學生聽閱；二、在融入數學文化教材時除了教師講述之外，學生亦應查閱相關資料；三、融入數學文化的教學對國小師資培育生學習數學具有相當正面的教育功能，包括：能提升學生學習數學的興趣與動機、能幫助學生理解數學知識產生的背景與發展的過程、能拓展學生的數學視野，讓學生體認到數學的重要性及其應用價值、能讓學生看到數學家努力不懈的精神，並得到激勵與啟發、能提供師資培育生良好的數學教學典範與教師典範。

The research aimed to help elementary teacher education students to learn mathematics by integrating mathematical culture into their mathematics curriculum. The subjects were 160 students from three classes, who took General Mathematics of the primary teacher education program. This action research collected data through learning documents, learning feedback sheets, and teaching reflection journals. The findings were: 1. Students were more attracted to the mathematical cultural materials based on the mathematical knowledge of related topics and students’ backgrounds; 2. When integrating the mathematical culture materials, students had to search and read mathematical culture of related topics in addition to the teacher’s lectures; 3. Integrating mathematical culture had very positive educational functions on the mathematical learning of elementary teacher education students. It enhanced their interest and motivation in mathematical learning, helped them to understand the background of how mathematical knowledge was created and its process of development, broadened their mathematical perspectives, and enabled them to realize the importance and application of mathematics, inspired and enlightened them through mathematicians’ perseverance, represented paragons of teaching mathematics and teacher role models for teacher education students.