本研究旨在瞭解國中生知覺數學教師教學風格與數學學業情緒之關係。主要的研究工具為「學生知覺數學教師教學風格量表」和「數學學業情緒量表」。在研究樣本上，以99學年度台南市健康國中二年級學生為研究對象，共得有效樣本為442份。在資料處理與分析，以平均數、標準差、單因子變異數分析為主要統計方法。本研究獲得三項結論如下：一、國中生知覺數學教師教學風格以「民主型」居多。二、國中生的數學學業情緒以「自豪」情緒分數最高。三、國中生知覺數學教師教學風格愈趨向「民主型」，其數學學業情緒愈趨向正向。

The purpose of this study was to explor the correlation among teaching styles of the mathematics teachers perceived by junior high school students and Mathematics academic emotions. The main research tool was ”Perception of Teaching Style of The Mathematics Teachers Scale for Students and Mathematics Emotion Scale.” The effective samples selected in the study, 442 junior high school students, were selected from Jiankang Junior High School in Tainan City, and studied in grade 8 in 99th academic year. In data processing, the statistical methods used to analyze the data were the average, standard devitation, one-way ANOVA.There conclusions were summarized as following:1. The highest perception of teaching styles of The Mathematics Teachers perceived by the junior high school students was democracy.2. The students' Mathematics academic emotion was highest by the proud score.3. For the junior high school students, the teaching style of the Mathematics teachers ”democracy” was positively correlated to all the positive Mathematics academic emotions.