本研究目的在建構小學教師數學教學發展標準，並探究國小數學教育學者對此 一標準的觀點。我們利用戴明循環歷程制定此一標準，並問卷普查34 位學者對實習教 師、合格教師、實習輔導教師、和專家教師等四種身分以及數學知識、學生認知、教 學方法、教學實務、教學評量、和專業責任等六個面向的觀點。研究發現四種身分教 師所需達成的平均數分別為57.90%、67.64%、78.68% 和86.29%。從不同身分教師所 需具備專業知能的角度來看，學者們對實習教師所需具備專業知能的認知差異最大， 對專家教師所需具備專業知能的認知差異最小。從六個面向應達成的最高指數來看， 專業責任是除了專家教師之外，其他教師所需達成六個面向的指數中最高的，而學生 認知則是專家教師最需達成的面向。

The research was designed to construct Standards for Development in Elementary Mathematics Teaching (SDEMT) and to investigate the perspectives of Elementary Mathematics Educators on these standards. The Deming cycle is used to formulate the Standards, and a questionnaire was used to investigate the perspectives of elementary mathematics educators. There are six dimensions to the SDEMT: Mathematics Knowledge (MK), Student Cognition (SC), Teaching Method (TM), Teaching Practice (TP), Teaching Assessment (TA) and Professional Accountability (PA) and there are 9, 4, 3, 9, 4, 18 standards for each dimension, respectively, with a total of 47 standards. The Standards were formatted into a questionnaire and sent to 42 educators specializing in elementary mathematics education. A total of 34 questionnaires were returned. These elementary mathematics educators were asked to evaluate the achievement of teachers with different status on a scale from 0% to100%, ranging from intern teachers (with a completion of a training program), qualified teachers (with a completion of an internship), mentor teachers and expert teachers. The questionnaire results for each level of teacher status was 57.90%, 67.64%, 78.68% and 86.29%, respectively. From the perspective of SDEMT required by teachers of different status, educators’ cognition is the most diverse for intern teachers and least diverse for expert teachers. From the perspective of the six dimensions, PA ranks the highest (i.e. the most important dimension needs to be fulfilled) for teachers other than expert teachers, and SC is the most important element for expert teachers.