本研究目的有二：(－)分析教師由督導協助進行數學科多元思考教學策略的效果。(二)探討實驗組教師的專業成長歷程。參與者含小學生74位，督導、實驗組及控制組教師各1位。工具有教案、成就測驗卷、學生手記、教師札記、課堂觀察記錄表。經一學年實驗教學發現：1.實驗組與控制組學生的五下數學成就測驗成績無顯著差異，但實驗組六下數學成就測驗成績顯著高於控制組。2.從學生手記發現實驗組學生喜愛多元思考教學策略。3.學生在小組討論時能得出課本所無的解題內容。4.教師是透過研習、討論、教學及省思等歷程提升個人專業能力。5.教師專業成長歷程包含：想像期、挫折朗、習慣期、激發期、思考期、嘗試期、修正期和推廣期。

　　　　　The Effects of Multiple Thinking Teaching Strategy on Elementary School Teachers' Mathematics Teaching and the Construction of a Teachers' Professional Growth Model The purpose of this study was twofold: (1) to analyze the effect of teachers' multiple thinking teaching strategy under the help of supervision; and (2) to explore the process of teachers' professional growth. The participants used in this study were 74 elementary school students, one supervisor, one experimental group teacher, and one control group teacher. The instruments administered to the subjects were Teaching Program of Mathematics Multiple Thinking Teaching Strategy, Mathematics Achievement Tests, Notebook of Mathematics Learning, a Teaching Diary, and Classroom Observation Records. The findings were as follows: (1) There was a significant difference in mathematics performance between the experimental and control groups on the mathematics achievement test, with the experimental group scoring higher than that of control group (2) According to students' notebooks, they showed that they liked the multiple thinking teaching strategy. (3) In the process of group discussion, students obtained the problem-solving methods that were not listed on the textbook, (4) Teachers should participate in study meeting, discussion, practical teachings and reflection to promote their professional abilities, and (5) The teachers' professional growth process seems to include eight stages: imagination, frustration, habit, activation, thinking, trying, modification, and promotion.