本研究的目的為探討中學數學職前教師對於科技融入數學教學之教學覺察力。進一步的說明，研究者藉由職前教師關於一段科技融入數學教學活動的開放式問卷之填答內容，希望能更為深入了解經歷108課綱草案到正式上路的中學數學職前教師們對於科技融入數學教學之教學覺察力。

　　本研究利用開放式問卷收集研究資料，取樣方面採用便利性取樣，針對修習107學年度第一學期之數學教學實習（一）的31位職前教師進行問卷調查。問卷回收後針對職前教師問卷填寫內容進行「內容分析法」及「歸納分析法」之質性分析。本研究之研究架構主要參考Jacob、Lamb與Philipp（2010）的理論框架，其中提及教師之教學覺察力分為「關注」、「詮釋」與「決策」等三項子能力，研究使用之開放式問卷根據此理論設計而成；而針對中學數學職前教師的回答內容則利用謝豐瑞（2012）所提出的二十個數學教學元素進行資料分析。

　　研究結果顯示針對職前教師的教學覺察力，在「關注」方面，多數職前教師認為科技融入的教學中教師對於科技媒體的展示十分重要，且在教師教學過程中會關注如何講解概念使課程更具彈性，並且強調學生在課堂中對於科技媒體的操作；在「詮釋」方面，職前教師對於教師的教學專業能力最為重視，認為如何連結科技產品中所涉及的數學概念，是會影響學生對於概念建立與延伸的學習，學生的部分則是認為科技融入的教學能夠提升學生課堂參與度，除此之外，多數的職前教師亦提及科技融入教學能夠讓學生對於實體的物件進行想像與臆測，進而在課堂中提供學生思考空間；在「決策」方面，職前教師對於教學上的決策與前兩面向有所關聯，教師的部分主要針對概念的講解以及科技媒體的展示、呈現，而在學生部分則是對於學生課堂參與和科技融入教學中如何使學生思考較為重視。

英文部分：
Amador, J. (2014). Professional noticing practices of novice mathematics teacher educators. International Journal of Science and Mathematics Education, published online. doi: 10.1007/s10763-014-9570-9
Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY. Retrieved September 21, 2016, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.476.5467&rep=rep1&type=pdf
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
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Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for research in mathematics education, 169-202.
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Philipp, R. A., Jacobs, V. R., & Sherin, M. G. (2014). Noticing of mathematics teachers. In S. Lerman (Ed.), Encyclopedia of mathematics education (p. 465-466). Netherlands: Springer.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Situating the study of teacher noticing. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 3-13). New York: Taylor and Francis.
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Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. doi: 10.1007/ s10857-007-9063-7
Star, J. R., Lynch, K., & Perova, N. (2011). Using video to improve preservice mathematics teachers's abilities to attend to classroom features. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117-133). New York: Routledge.
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中文部分：
李佳蓉（2017）。從知識移轉觀論TPACK之不足。臺灣教育評論月刊，6(1)。頁141-148。
林勇吉（2017）。真的只有教師知識和信念嗎？數學教師覺察力：從另一個觀點來看待教師的專業能力。科學教育月刊，402，頁2-15。
鄧聖懷（2020）中學數學職前教師對於科技融入數學教學活動的觀點與對特徵的辨識情形探討（國立臺灣師範大學數學系碩士論文）。取自https://etds.lib.ntnu.edu.tw/thesis/detail/2d7b4fa8c1690d646ae30e02597f5ce5/
謝佳叡（2014）。中學數學實習教師之數學教學概念心像探究。（國立臺灣師範大學數學系博士論文）。取自https://etds.lib.ntnu.edu.tw/thesis/detail/10bb806db202073f64a9f04ec9d5cb15/
謝豐瑞（2007）數學教學能力面向（Mathematics Teaching Competence）。國科會專題研究計畫。