本研究針對一個國小四年級的班級個案進行數學教室內之互動類型探究。由於將社會互動類型視為一社群內之個體，爲了維持社群得以發揮整體功能，一再輪番地在彼此之間實踐的「暗示─選擇」行為序列類型，且考慮到同一信號可能基於不同理念而產生相似的選擇行為，故本研究分別以「教室錄影」以及「課後晤談錄影」的方式來蒐集「教師及學生個體在教室現場實踐之社會互動情節」以及「情節背後之意義」兩類資料；至於研究資料的分析來源則是兩單元64卷錄影帶轉譯和編輯而成的24份原案。
　　本研究從五個不同面向對個案教室內的互動進行探究，主要結果如下：（一）吳老師對全班的教學行為類型主要包括「講解及要求學生回答問題」等數學討論相關佈題，以及「以小組為單位的圈叉劃記」等班級經營佈題。（二）小穎、小君、小瑄、小豪、小丞等五位檢視組成員主要的學習行為類型分別為「隨性因應」、「有問必答」、「極少回應」、「配合舉手但少口頭回應」、「以聽講為主要回應」。（三）檢視組成員於小組時間外所進行的數學互動多集中在「彼此答案的指正」向度上，「訂正」及「各自表述」的遊戲是主要的互動類型；至於非數學層面互動多集中在「學具或文具借用」及「秩序維持」兩向度上，彼此間的互動關係主要有「對等的友好關係」、「不對等的友好關係」、「單向的友好關係」及「不友善關係」等四類。（四）檢視組內部以三個分立的小單位作為對教師「小組討論」相關佈題的回應，其中，「小穎與小君組成的數學互動單位」以「老師說」的遊戲，以及後續的「確認」及「訂正」遊戲作為對教師此一佈題的因應互動類型。（五）課程實踐情境下的班級互動類型則包括「猜謎遊戲」、「你們寫，我來說」，及「傳話接力」等三大類。
　　此外，本研究最後提出方法論、研究問題、教學、課程編制及師資培育等四方面的建議。

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