在職教師的專業發展是師資培育的重要一環，也是教師終生學習的重要歷程。為加強理論與現況的結合，促進教師專業發展以提升教學效能。本研究目的係藉由國小在職數學教師對數學教師專業標準之觀點，從國小教師對理想的專業教學目標與自覺現況之間的差距，來探討數學教師專業發展上之需求。本研究首先探討國內外有關國小數學教師專業標準之相關文獻，以確定數學教師專業標準的重要向度和細項，作為進行問卷編製的基礎。問卷初稿編製完成後，邀請八位國內數學教育領域之專家教授與兩位國小在職數學科教師進行審查與修改，作為研究預試問卷，並進行信效度分析。隨後輔之以半結構式訪談，訪談寫過預試問卷的11位教師，以修正自編之「國小數學教師專業標準與數學教師專業發展需求調查問卷」研究工具。研究對象為中部地區（臺中縣、彰化縣、南投縣、臺中市）國小在職教師。正式調查以分層比率取樣獲得1087份有效問卷。本研究的結果，一方面可讓教師察覺其專業知能仍需加強的面向和具體項目，另一方面可提供師資培育機構在規劃和實施教師在職進修，或提供其他教師專業發展機會的參考。

In-service teacher's professional development is one important part in teacher education; it is also an important course for teacher's lifelong learning. For enhancing the connection of academic theory and current practical situation, we should promote teacher's professional development so as to enhance teaching effectiveness. Purpose of this study is to discuss mathematic teachers' needs in professional development from observing the differences between elementary school teachers' ideal professional teaching goals and the actual status that they are aware of based on elementary in-service mathematic teachers' view on math teacher's professional standards. The study firstly investigated elementary school mathematic teacher's professional standard related domestic and foreign literatures to confirm important dimensions and sub-dimensions relating to match teacher's professional standards to be the basis for establishing the questionnaire in this study. After compiling the draft questionnaire, eight domestic professors in mathematics field and two in-service elementary school mathematics teachers were invited to review and modify the draft as the pre-test questionnaire and as well as to carry out the reliability and validity analysis. Soon after, a semi-structured interview was supplemented; the study also interviewed the 11 invited teachers, who had completed the pre-test questionnaire, to modify the self-edited research tool, ”The Survey of the Professional standards and professional development needs of mathematics teacher in elementary school”. Subjects of the study included all the in-service elementary school teachers in central Taiwan (including Taichung County, Chunghua County, Nantou County, and Taichung City). As for the official survey, by stratified ratio sampling, 1087 effective questionnaire were obtained. Results of this study, on the one hand, allow teachers becoming aware of dimensions and specific areas that they still need to strengthen at and, on the other hand, can serve as references for teacher training institutions to plan and carry out teacher's in-job training curriculum or for other teachers to plan their professional development.