本研究以五套國外國家層級之數學教師專業標準為基礎，並考量國內現況，期在橫向涵蓋上考量標準內容的全面性、重要性與可行性，縱向發展上作為國小數學教師專業發展之依據。研究過程包括三階段：階段一進行文獻內容分析以初步擬定標準，階段二徵詢專家學者及現場教師意見以修訂標準，階段三訂定標準內部各項指標的具備程度。主要採用內容分析、焦點座談以及調查研究等方法。本研究最後形塑出的「國小數學教師專業標準」包括3個層面、11項標準與26條指標，每一指標項下尚有說明內容及不同對象具備程度。本研究結果指出，職前教師應強調專業知能的養成；隨著生涯的發展，專業實踐會更加受到重視；至於專家教師應更加重視專業特質的要求。

This study reports the development of “Professional Standards for Elementary Mathematics Teachers” (PSEMT). Based on national standards used in other countries, the proposed PSEMT were developed in three steps: (1) a complete analysis of literature was conducted to form a draft of the standards; (2) opinions of experts and teachers were consulted to modify the standards; and (3) the level expected to meet the goals of each standard was set. The PSEMT development utilized content analysis, focus group discussions and survey data. The resulting standards contain three domains, eleven standards and twenty-six indexes including detailed information and expected achievement levels for different subjects on each index. In developing the PSEMT we found that teacher candidates must strengthen their professional knowledge because, as their career developed, how to put their knowledge into practice is considered more importantly. As for excellent teachers of mathematics, they may need to emphasize on their professional attributes.