本研究乃在建立一個評鑑模式，用以評量職前教師的乘法結構知識及其教學知識。某一師範學院全體417位大四學生於畢業前，接受有關乘法結構知識的紙筆測驗，然後由該師範學院八個系中選出30位接受半結構之訪談。評量題目取材自以前相關研究問題加以修正，筆試之信度為α = .81。 研究顯示這些準教師尚未培育好去教數學，其有關乘法結構之教學知識的理解程度只有35%正確，而有乘法結構知識已達80%正確，但並非理想。他們缺乏診斷教學和補救教學知識，也不能利用各種合適的教學方式；他們既沒有意願去證明解題所需之公式，甚至使用不正確的數學知識。準教師解題解釋方式，大多數是程序性，而非教學啟示之瞭解。 比較八個系的表現，無論乘法結構知識或其教學知識，都有顯著差異。整體而言，主修數理教育者表現最好，主修初等教育、語文教育和社會教育者表現優於主修特殊教育、體育教育、藝術教育和音樂教育者。

　　　　　The purpose of this study is to set up an evaluation model in order to evaluate the prospective teachers' mathematical and pedagogical content knowledge in the domain of multiplicative structures. The study was conducted in two steps. Initially, 417 seniors at one teachers' college were given the written test. After completing the written test, thirty seniors, selected from eight departments in three different major groups, were interviewed. The reliability of the written test was determined as .81 (coefficient Alpha). These mathematics knowledge profiles indicated that the prospective teachers were not ready for teaching. Their level of pedagogical understanding was unacceptably low (35% correct). The mean score (80% correct) on the test of mathematical content knowledge was better but not completely satisfactory. The findings showed that the prospective teachers were lacking in diagnostic teaching and remediation teaching, suggesting they were not able to represent appropriately their teaching methods using a wide variety of models. They were not willing to prove their formula, and applied incorrect mathematical knowledge to solve problems. Their explanations relied on procedural approaches, rather than a pedagogically oriented understanding. There were significant differences between the different major groups in the mathematical content knowledge (F = 46.03, df = (2, 409)) and the pedagogical content knowledge (F: 21.74, df = (2, 409)). As a whole, the mathematics majors performed the best among all of the three groups. The education majors did better than the art majors on all the tasks except for remediation teaching.