本研究的目的，旨在比較國小新手教師與專家教師的數學學科教學知識內涵之異同。為達本研究目的，研究方法採質化研究取向，蒐集資料的方式則包括教室觀察、深度訪談及文件分析。經過半年的探究，本研究獲得幾個主要的研究發現：1.新手與專家教師皆具有教學目標知識、學科知識、學習者知識、課程知識及一般教學法知識等五大知識內涵；2.新手與專家教師均認為數學教學應有二大目標，即「培養學生解決生活中數學相關問題之能力」以及「培養學生邏輯思考之能力」，然專家教師對於達到教學目標之看法與見解較新手教師更為成熟；3.專家教師較新手教師的學科知識更為豐富，對於數學領域的概念與知識亦有更深入的理解；4.新手與專家教師均發現學生在解題時會固著於所學的單元概念、喜歡遊戲或競賽的活動、喜歡透過實物操作去學習數學概念，但專家教師較新手教師在理解程度上更為深入；5.新手與專家教師對其所教授之課程結構的瞭解有程度上的差別，專家教師對於課程架構、連貫性等都比新手教師有更深入的理解；6.新手教師與專家教師在一般教學法知識中的教學模式與策略流程相當類似，但專家教師更能以多元化、彈性化的方式進行教學，並會考量學生各面向的發展與表現，而新手教師比較偏向採用單一的教學方法，且較無法顧及其他面向。

The purpose of this study is to compare the primary novice and expert mathematics teachers’ pedagogical content knowledge. Qualitative research methods were used for this study. Data were collected by classroom observation, in-depth interviews, and documentary analysis. After half of years collected data, this study obtained few main results: (1) Both novice teacher and expert teacher have knowledge of teaching objectives, knowledge of content, knowledge of learners, knowledge of curriculum, and general pedagogical knowledge; (2) Both novice teacher and expert teacher think mathematics teaching should include two purposes: one is “train students could have ability to solved mathematics problems in life” and the other is “train students could have ability of logical thinking”, however to achieve the purpose of teaching, expert teacher have mature viewpoints and consideration better than novice teacher; (3) Expert teacher have plentiful content knowledge compared to novice teacher; (4) Both novice teacher and expert teacher found students solve mathematics problems using the concept they learned, like learning concept through game or competition activities, and like learning concept through material. However, expert teacher had deeper comprehension better than novice teacher; (5) Expert teacher had deeper understanding of structure of curriculum than novice teacher; (6) Although the teaching models and strategies of novice teacher and expert teacher were very similar, the expert teacher had more knowledge of general pedagogical, and had diversification and flexible methods of teaching.