本文欲呈現國小、國中與高中數學教師的數學教學相關信念的現況。主要的研究方法是問卷調查法，問卷由研究者自行設計。 研究結果顯示，國小教師對於非傳統觀的教學觀比較能夠接受。例如，他們認為學生學習數學的主要目的是幫助解決生活中的問題，學生擁有自行解決數學問題的能力及求知的動機；數學教學活動應與生活結合；重視形成性評量等。國、高中數學教師認為學生學習數學的主要目的是培養邏輯思考的能力。他們比較不能接受非傳統觀的教學理念，認為學生比較沒有自行解決數學問題的能力，比較沒有求知的動機，重視學習結果與考試成績的表現等。 雖然國小、國中、高中數學教師對非傳統觀的教學理念的接受程度不一致，但是他們均已經漸漸能夠接受升學考試並不是數學學習最主要的目的。 根據研究結果，研究者針對未來研究方向、教育政策、師資培育課程與設計中小學數學課程、教師進修四方面提出幾點建議。

　　　　　This study was to investigate the current mathematical teaching and learning beliefs of teachers in elementary schools, junior high schools and senior high schools. The methodology was based on a survey and the questionnaire was designed by the researchers. The results revealed that constructivist perspective was more acceptable to mathematic teachers in elementary schools. They thought, for example, the purpose that students learn mathematics was to solve the problems in daily life. In their opinions, students had the ability to solve mathematical problems on their own as well as the motivation to learn. They believed mathematic teaching activities should be combined with daily life and valued by means of the formative assessment. On the contrary, mathematical teachers in junior and senior high schools held the different idea that the purpose of students’ mathematical learning was to increase their ability of logic thinking. Constructivist perspective was less acceptable to high school teachers. Most of them thought students had neither the ability to solve problems on their own nor the motivation to learn. In additions, high school teachers valued learning outcome and test scores a great deal. Though teachers in elementary schools, junior, and senior high schools had different acceptance about constructivist perspective, they all gradually agreed that passing entrance examinations wasn’t the main purpose of mathematical learning. According to the research results, the researchers brought out several suggestions and research directions for mathematical teacher education.