本研究旨於探討一位國中現職教師發展數學臆測探究教學歷程，因此最終本研究擬從研究 設計、研究方法與未來研究方向提出建議。
（一）教師專業成長社群的設置有助於教師專業成長
T1 在回顧這段專業發展歷程時勾勒出研究實踐社群對於教師教學改變始終是溫暖而間堅 強的助力。此外，在 T1 所屬學校的教師社群中，研究者了解到有些教師雖有改變傳統教學意願 但卻無所適從。建議未來協助在職教師進行專業成長的研究計畫，應融入教師日常教學活動，
並協助有意願進行教學改變的教師共同組成專業成長學習社群，相信在研究實踐社群的支持下，
教師必能在專業成長歷程中具體進行教學改革。
（二）關於改革取向教學
教育改革實踐與傳統教學間之所以存在不可調和的張力（Gravemeijer, 1997），其中可能原 因除了教師所持有的教學信念外，事實上，教師發展探究教學是一漫長的信念與實務的改變過 程（林勇吉、秦爾聰、段曉林，2010），從 T1 的專業成長歷程中我們可以發現，T1 因著教師自 我角色認同覺察，發現在其初始信念的影響下，為學生擔負了大部分的學習責任，隨著學習責 任中心的轉移，T1 也更能專注於學習環境的建置與佈題脈絡的精緻化。因此，建議初步嘗試教 學改革的教師，應先行於課室中建立數學學習常規（Yackel & Cobb, 1996），如論述管理、小組 角色（組長、風紀）的責任與賦權等以利建構學生探究學習社群（Goos, 2004）。
（三）關於教學設計
在本研究中參考以「探究」作為關鍵聯盟（critical alignment）的三階層研究設計（數學中的 探究、數學教學中的探究與數學教學發展研究中的探究）（Jaworski, 2006），作為促進個案教師 專業成長的三一架構，由於該架構將探究分三個層次來探討，若能依照該結構進行研究設計預 期能有更細緻的研究產出，建議未來從事發展探究教學的研究者可以參考該研究設計。另外，
不同的數學任務設計足以引動學生不同的臆測思維路徑（林碧珍，2015；Cañadas, et. al., 2007）， 在本研究中個案教師的任務設計僅略分為實體操作與抽象思考，並且，研究者未針對學生的數 學思維發展做進一步資料蒐集與分析，建議未來有志於從事發展臆測探究教學研究之研究者，
可進一步針對不同的臆測任務類型進行設計，相信根據學生的臆測思維路徑分析可以提供教師 作為提升探究教學效能之參考。
（四）關於敘說探究研究方法
本研究採敘說探究作為主要質性研究方法，研究者發現敘說探究的定義眾說紛云，特別是 在名詞的界定上如敘說探究、敘說分析、分析敘說，或者分析方法的區辨上如敘說分析、個案 研究與論述分析等，對於初次嘗試以敘說探究作為研究方法的研究者而言可能莫衷一是。由於 敘說探究文本撰寫是以故事方式呈現研究對象的經歷及遭遇，並且探究過程中研究者親自參與 這些故事是「如何說出」以及「如何被說」，最後以參與者的角度詮釋及重現研究對象的經驗。
有鑑於此，建議未來初次採用敘說探究進行質性分析的研究者，除先釐清敘說探究的意義及敘 說結構應如何形成外，對於需要邏輯實證的情節不妨輔以紮根理論進行分析，相信必有助於故 事情節的配置發展及詮釋。
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Corresponding author：Mei-Shiu Chiu，e-mail：meishiuchiu@gmail.com Received：9 January 2017;
Accepted：18 October 2017.
Chiu, M. S. (2017).
Identifying effective e-teaching and general mathematical teaching profiles to predict student mathematical cognition and affect.
Taiwan Journal of Mathematics Education, 4(2), 69-94.
doi: 10.6278/tjme.20171018.001