本研究旨在探討教師教學策略、學生數學成就及教師專業發展的相關。使用「國際教育成就評量學會」（International Association for the Evaluation of Educational Achievement, IEA）所舉辦之國際數學與科學教育成就趨勢調查（Trends in International Mathematics and Science Study，簡稱TIMSS）所釋出之資料庫資料，以參與 TIMSS 2019 調查之臺灣地區四年級數學教師與學生作為研究對象，採用次級資料分析法，資料分析運用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關、斯皮爾曼等級相關、多元迴歸等統計方法探討變項間之相關性。研究結果如下：
一、教師教學策略屬中等偏高程度，教師專業發展參與中等偏低程度。
二、學生數學成就會因教師教學年資而有差異；教師專業發展會因教師主修領域有所差異。
三、教師「高層次思考」教學策略構面與學生數學成就呈低度正相關。
四、教師「高層次思考」教學策略構面對學生數學成就呈現顯著但較弱的預測效果，整體預測力有限。
五、教師專業發展在教師教學策略與學生數學成就之間並無調節效果。

This study aimed to examine the relationships among teachers’ teaching strategies, students’ mathematics achievement, and teacher professional development. A secondary data analysis approach was adopted using the international database of the Trends in International Mathematics and Science Study (TIMSS) 2019, organized by the International Association for the Evaluation of Educational Achievement (IEA). The participants were fourth-grade mathematics teachers and their students in Taiwan who took part in the TIMSS 2019 assessment. The study employed descriptive statistics, independent samples t-tests, one-way analysis of variance (ANOVA), Pearson product-moment correlation, Spearman rank correlation, and multiple regression analysis to explore associations among variables. The results were as follows: First, the overall use of teaching strategies by teachers was found to be at a moderately high level, while participation in professional development activities remained relatively low. Second, students’ mathematics achievement varied significantly by teachers’ years of teaching experience, and teachers’ professional development engagement differed depending on their academic major. Third, among the two dimensions of teaching strategies, the “higher-order thinking strategies” dimension showed a low but statistically significant positive correlation with students’ mathematics achievement. Fourth, regression analysis revealed that higher-order thinking strategies had a significant but weak predictive effect on students’ mathematics achievement, indicating limited explanatory power. Fifth, teacher professional development did not moderate the relationship between teaching strategies and students’ mathematics achievement.

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