為確實推動九年一貫課程，相關配套措施是十分重要的，「種子教師研習」即為其中之一。本研究針對國小數學種子教師之角色與任務進行探討，分析種子教師對其角色及在應然與實然面任務的知覺。本研究採開放式問卷調查及焦點訪談法，研究對象為參與教育部臺灣省國民學校教師研習會所辦理之「九年一貫課程國小數學領域種子教師研習」1081期及1146期之教師。研究結果發現：種子教師的選派普遍並未謹慎處理；種子教師對其角色與任務的認知不僅有落差，且大多未知覺到自身真正應發揮的功效；種子教師對於所應具備靂有的理想面及實際面之認知有相當的差距，且較傾向於個人認知層面；種子教師預期會遭遇到的困難，限制了影響力，且大多反應需要學者專家的協助。

　　　　　It was well understood that planned associated measures are of great importance to the realization of one-to-nine school curriculum. One of the associated measures was seed teacher workshop. The authors studies the roles and duties of the seed teachers in school mathematics and analyzed the self cognizance of the seed teachers in the realm of should-be and could-be. Open questionnaire inquiry and focus interview were used. The subjects were the teachers who participated in the workshops of one-to-nine school curriculum in mathematics numbered 1081 and 1146 held by Taiwan provincial Institute for Elementary School Teachers' Inservice Education. The following conclusions were found: the teachers were not selected carefully; the self cognizance of the seed teachers about their roles and duties was bad; they were not aware of the abilities that they should and could have and they tended toward individual cognizance; they felt that they might face a lot of difficulties and thus their influence was reduced; they needed the help of experts.