本研究目的在分析初任教師的數學哲學觀與教學實務，並探討其在這兩者的一致性， 以及影響這兩者的經驗。研究對象爲一位男國中教師。採詮釋研究法，依據Ernest的五 種數學哲學觀點爲判準作資料分析。主要研究結果：1.數學本質的概念是形成個案教師之 數學哲學觀的核心，並影響到他的教學實務；2.個案教師之數學哲學觀與教學實務均呈現 絕對論的觀點；但針對五種數學哲學觀點，他在這兩方面的表現並未完全一致；3.影響個 案教師之數學哲學觀與教學實務的經驗有：他人之期望、個案教師本身，以及制度化之課 程；但全面性的國家教育政策與方案卻是一個負面影響個案教師的經驗。

The purpose of this research is to analyze a new case teacher's philosophical perspective of mathematics and teaching practice; we also explore the coherence and the experiences influencing between his philosophical perspective of mathematics and teaching practice. The subject is a male junior high school math teacher. This research adopts the qualitative method. According to Ernest's five philosophical perspectives, we analyze the data. The main results of the study are as follows: 1. The core of the case teacher's philosophical perspective of mathematics lies in the understanding of the nature of mathematics, which influences his teaching practice. 2. The case teacher's philosophical perspective of mathematics and teaching practice are belong to absolutism; based on the five philosophical perspectives, The case teacher's philosophical perspective of mathematics and teaching practice show inconsistency. 3. The influent factors of the case teacher's philosophical perspective of mathematics and teaching practice include the others' expectation, case teacher himself, as well as the institutionalization curriculum; but the overall national education policies and the plans will influence the case teacher's experience negatively.