本研究採質性研究，探討在國小六年級數學課室，實踐形成性評量融入建構導向教 學，教師所做的考量與教學決定，對學生數學學習的影響，以及教師的省思與改變。發 現形成性評量融入建構導向教學，在實際教學現場確實可行。在建構導向的佈題、思考、 小組活動、發表、總結和應用練習之教學流程，加入循環賽活動(round-robin activities)、 核心問題(hinge questions)、數學討論(mathematical discourse)、離開卡(exit cards)之形成 性評量策略與工具，成功的將形成性評量融入建構導向的數學教學中。同時透過師生或 同儕互動，幫助學童建構數學新知識，以及形成性評量能使建構導向教學的鷹架協助更 加具體化，讓教師做出最佳的教學決定，促進學生的數學學習。

This study use the qualitative research.The overall goal is to identify the influence for a student’s mathematical learning while teacher making the different teaching decisions and the response and change of the teacher when unexpected result appeared in the context of the association between constructivist-oriented teaching and formative assessment among a class of sixth grade students. We found out constructivist-oriented teaching together with the formative assessment is feasible.By combining formative assessment strategy, such as round-robin activities, hinge questions, mathematical discourse andexit cards, and the process of constructivist-oriented task design, student reflection, group activity, presentation, conclusion and application together, the annexation between formative assessment and constructivist-oriented in mathematical teaching successfully.By teacher-student interaction and peer interaction, students can construct new knowledge in the field of mathematic. In addition, the scaffolding theory from constructivist-oriented teaching is more clearly after the assistance of formative assessment. This provides teachers to make the optimal decision for their teaching and help their students progressed ultimately.