本研究在呈現一位具有多年實施討論式數學教學經驗的教師，在一個新組成的五年級班級中實施討論式數學教學，卻因為多數學生不願主動發表且表達未能切題，因而面臨課堂討論活動無法進行的窘境時，所採用的各項行動策略及學生們的改變歷程。研究場域為研究者任教之班級，以行動研究的方式，實施一學期的研究教學。研究者以觀察、訪談及問卷等方式進行資料的蒐集，呈現教師透過各項策略改變學生課堂表現之具體歷程。 研究結果顯示，經歷教師於初始期側重心理性層面的引導，調整期促進學生社會性層面的互動及穩定期加強提昇思考和討論的深度後，多數學生都能夠使用數學語言積極主動的參與討論、提出質疑與辯證，並具有主導討論和作結論的能力，顯示教師的各項引導策略對於經營討論式數學教學具有一定的成效。

This study aims to present the story of an experienced teacher in the communicative mathematical teaching when she faced a newly formed fifth grade class. She found that most of the students could not talk actively and their talks lacked precision; consequently she was forced to furnish various strategies to facilitate the discussion. As a result, the students went through a series of changes. This study shows that after the teacher's guiding on the psychological aspect at the beginning, promoting social interaction in the modulation period, and fortifying the depth of thinking and discussing in the stable period, most students possess the ability to lead a discussion, and can use mathematical language to communicate mathematical viewpoints and to discuss the mathematical content. The important implication of this study is that the usage of communicative, mathematical teaching can achieve good performances.