心向（mindset）是個體關於如何學習的核心信念，這個信念會影響學生面對學習困難或挑戰時的思考、反應和決定，進而影響其學習表現。心向議題的研究近年來受到各領域的關注，包括數學教育社群，但臺灣目前尚未有數學心向（mathematical mindset）問卷的發展。因此，本研究意圖發展適用於國小學生的「數學心向量表」，以作為了解國小學生數學心向的基礎。量表的發展分為三個階段：首先根據文獻對於心向的定義和測量，形成「數學心向量表」的構面與相關題項；之後進行預試，採分層立意抽樣抽取高雄和屏東兩縣市六年級學生，共313份有效問卷進行項目分析和探索性因素分析；最後進行正式施測，採立意抽樣抽取南部縣市712位學生進行驗證性因素分析。結果發現，本量表具有良好的構面與整體適配度，四個構面包括數學解題行動、數學天賦認知、數學挫折反應、數學解題偏好，分別有9、5、3、3個問題，整份量表共20題。全量表的Cronbach’s信度值為.912，各分量表分別為.897、.829、.783、.723，階層為.912，各分量表階層分別為.902、.832、.790、.748，量表能解釋整體變異量達62.421%。本量表具有良好的信效度，可以作為未來了解學生數學心向或相關研究的有效工具。

The issue of mindset is be concerned by all research field that include the community of mathematics education. But in Taiwan, we do not have the questionnaire development about mathematical mindset. Therefore, this study would like to develop the questionnaire for understanding elementary students’ mathematical mindset. There are three stages in the development of questionnaire: (1) base on the definition and measurement of mindset, we define the meaning of mathematical mindset, and formulate the dimensions and questions of the questionnaire; (2) through the process of cluster sampling, 313 6th grade students of Pingtung county and Kaohsiung city are included, and to conduct item analysis and exploratory factor analysis for pretest; (3) finally, 712 6th graders are included through cluster sampling for confirmatory factor analysis to exam the quality of questionnaire. The results indicate there are 4 dimensions in the questionnaire of mathematical mindset that include action on problem solving, talent recognition, reaction on frustration, and preference on problem solving, and include 9, 5, 3, 3 items in each dimension respectively. The value of Cronbach’s for the whole questionnaire is .912, and .897, .829, .783, .723 for each dimension of questionnaire and the value of hierarchical omega for the whole questionnaire is .912, and .902, .832, .790, .748 for each dimension of questionnaire. The explained variation of the whole questionnaire is 62.421%. There are qualified reliability and validity in the questionnaire we developed, and it could be the effective and useful instrument for understanding students’ mathematical mindset or related research in the future.