應用模糊調查與統計方法去瞭解國中數學評量試題在教師與學生間以及學生不同背景（性別、對數學喜歡程度、課後數學練習時間及有無參加數學相關課外活動）對試題難易度的認知差異。結果顯示：在教師與學生之間、性別、學生對數學喜歡程度及課後數學練習時間方面有顯著差異，但是在參加課後數學相關活動方面對於數學科試題的難易度認知並沒有顯著的差異性存在。 / Using fuzzy statistical methods to understand whether the cognitive difficulty scales of the junior high school mathematics assessment questions shows difference between those given by teachers and students, by students with different genders, with different preferences, with different amounts of time spent on math practice after school, with participation or not in various math related seminars. Result demonstrates that significant difference between teachers and students, between students with different genders, between students with different preferences, and between students with different amounts of time spent on math practice after school. However, there is no significant difference between students with participation or not in various math related seminars.