本研究從「教師即研究者」的理念出發，將研究的概念引介入前師資培育的課程中，主要目的在瞭解數學科職前教師透過教學研究實作，其數學學概念的改變歷程。研究者利用一門大學教學系四年級兩學分的選修課－「數學教學研究」，為數學科職前教師營造一個符合建構主義理念的學習情境，讓職前教師透過數學教學研究的實作歷程，引發其數學的教與學作深層的思考，進而提昇其解決解學教學問題的能力。本研究以符號互動論與現象學做為分析與詮釋資料的理論視野，並用來宗析個案教師的數學教學概念之較變。經由分析課室觀、課後晤談所蒐集而得的資料以及相關文化後，研究發現：個案教師的數學教學概念在教學研究實作的歷程中發生了改變；然而，此改變並非全面性的，而是與其教學研究實作的有關。易言之，個案教師在其自定的教學研究實作的情境內，從發特定的數學教學問題解決問題的過程中，產生一連串與其研究情境有關的數學教學概念上的改變，從「學習乃概念之改變」的論點而言，此即顯示透過教學研究實作確能有益於協助職前教師學習教數學。

　　　　　A salient feature of this study was to include in the pre-service teacher education program the requirement to do research in the instructional setting. The theoretical perspective of this research was "teacher as researcher". The purpose of this case study was to investigate the process through which a pre-service mathematics teacher learned how to teach by conducting research studies on mathematics teaching and learning. The study was carried out in the context of a two credit hour course called "Research on Mathematics Teaching and Learning". The study was carried out in the context of a two credit hour course called "Research on Mathematics Teaching and Learning", which was designed for senior mathematics majors. The main purpose of this course was to provide the pre-service teachers a constructivist learning environment allowing them to carry out research studies on the teaching and learning of mathematics. It was expected that this would lead the pre-service teachers to thinking about instruction in mathematics in greater depth, and therefore enhance their abilities in solving problems related to the teaching of mathematics. Theoretical perspectives from symbolic interactionism and phenomenology were adopted by the researcher in an attempt to understand the conception about mathematics teaching and learning of the pre-service teacher. Qualitative research techniques were used to collect and analyze the data. Triangulation of multiple data sources was used to validate the results. The results of this study showed that the conception about mathematics teaching and learning of pre-service teacher change was nevertheless far from being an overall change. The nature and extent of change depended on the research context that the preservice teacher and experienced. In summary, learning to teach can e viewed from the perspective of conceptual change and it can be concluded that , by providing a pre-service teacher opportunities to do research in instructional settings, teacher was found to have learned to teach mathematics.