本研究利用模糊量表以及傳統李克特式五點量表，來探討國小教師在數學科進行資訊融入數學科教學現況以及實施時所遭遇的困難因素。研究對象主要以台灣北部地區之國民小學教師為主，總計246位教師。研究結果發現：(1)經由二因子變異數分析之後，教師實行資訊融入數學科教學的情形與教師的背景變項（電腦使用經驗、性別）有關；(2)經由利用【傳統李克特式五點量表】、【模糊量表】、【隸屬度函數】、【困難指數】等方法來排序困難因素發現：最困難的因素均以「時間」為最困難因素，以「資訊素養」為最不困難因素，介於「時間」與「資訊素養」間的困難因素雖然排序結果不盡相同，但整體上排序順序變化不大；(3)國小教師實行資訊融入數學科教學的困難因素在傳統量表部分以及模糊量表部分，皆可歸類為兩大共同因素－個人內在因素及外在支援因素。個人因素包含：意願與壓力、資訊素養；外在支援因素包含：教材資源、時間、軟硬體設備、學校行政與支援；(4)本研究預試問卷之實證調查，發現模糊問卷整體的信度α值確實比傳統李克特式量表的整體信度α值為高；(5)經由結構模式分析（SEM）驗證，發現利用傳統李克特式五點量表所發現的結構模式，考驗結果模式與資料接近符合。

　　　　　The purpose of this study was to investigate the status and difficulty of carrying out information integration in mathematics teaching for elementary school teachers. Fuzzy scale and Likert’s scale were adopted. Subjects of this study were 246 teachers from northern Taiwan. The findings are as follows: (1)There is significant difference between gender and the experience of using computer in the performance of integrating information to teach mathematics. (2)By means of four indicators to sort out six factors, we find that “Time” is the most difficult factor and “Computer Literacy” is easier than the rest. (3)Using exploratory factor analysis, we find there are two factors: one is internal factor including “Willing and Pressure” and “Computer Literacy”; the other is external factor including “Time”, “Software and Hardware”, “School administrative support” and “Teaching materials”. (4)After using confirmatory factor analysis, we find that fuzzy scale exactly fits the model, but the data from Likert’s scale merely approaches the model.