| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 92 === The main purpose of this research is to investigate the problems of mathematic curriculum articulation. The subject is to offer the solutions for the fourth graders who use Knsh materials in the primary school in 2003. Documentary analysis, the test, electric mails, and interview are conducted to collect data. According to the data analysis and discussion, the results are synthesized. The results are as follows:
First of all, there are three main problems of curriculum articulation between “Grade 1-9 Uniform Curriculum Guidelines：Mathematic Learning Areas” and “Primary School Mathematic Studies Curriculum Standard in 1993”. They are curriculum goals, teaching materials, and principles of instruction.
The solutions of curriculum articulation about curriculum goals, teaching materials, and principles of instruction are as follows:
1. The aspects of curriculum goals
（1） Core concepts and core competence should be written in teaching materials, principles of instruction and assessment.
（2） Teachers should understand the spirit of constructivism, and avoid complex counting.
2. The aspects of teaching materials
（1） The solutions of material subjects are provided here：
A. The subject of number and measurement should be supplemented the explanation of units.
B. The subject of shape should be stressed life-materials.
C. The subject of data should be taught the concepts of statistics charts, sampling, and probability more.
D. The subject of algebra should be taught mathematical formula on filling in blanks
E. The subject of connection should stress connection outside.
（2） The solutions of competence indicators replacing material guidelines are to use subdivisible competence indicators, remedial materials, and clarify the relationship between competence indicators and assessment.
（3） The remedial instruction should be offered.
（4） Teachers should delete or enlarge and deepen the repeated materials, e.g. competence indicators N-1-1, N-1-2,
N-1-3, N-1-4, N-1-5, N-1-6, N-1-8, N-1-10, N-1-13, N-1-14, N-1-15, S-1-5, S-1-8, and S-1-9.
（5） Teachers should notice and explain the difference of units, e.g. the competence indicator N-1-10.
3. The aspects of principles instruction
When designing instruction, teachers should care about students’ cognitive development and problem sloving experiences. At the same time, computers and calculating machines can be used to help instruction implement.
Secondly, there are two parts for the solutions between “Knsh 1-6 guidelines of mathematic materials in 1993”and “the first learning stage of competence indicators of Grade 1-9 Uniform Curriculum Guidelines：Mathematic Learning Areas”. One is to offer remedial instruction, e.g. competence indicators S-1-4, S-1-8, S-1-9, and S-1-10. the other is to delete or enlarge and deepen the repeated materials, e.g. some of competence indicators N-2-1, N-2-2, N-2-3, N-2-4, N-2-10,
N-2-14, S-2-7, D-2-2, D-2-4, N-3-2, and N-3-9.
Thirdly, there are no particular problems in curriculum articulation for the fourth graders in the primary school in 2003 using “the Grade 1-9 Curriculum Guidelines in Knsh mathematic textbook version” and “Knsh mathematic textbooks in 1993” continuously。Teachers can just pay attention to the repeated materials.
Fourthly, the results of the test that fourth graders in the primary school in 2003 using the 1993 version of Knsh mathematic textbooks for three years indicates two facts. One is remedial instruction for “the subtraction of tenths to decimals ”should be offered；the other is to handle repeated materials properly, such as competence indicator N-1-1,N-1-2,N-1-3,N-1-5,N-1-7,N-1-9,D-1-1,D-1-2,D-2-4,N-2-8,N-2-11,N-2-14,and S-2-1.
Based on the results shown above, this research gives some suggestions to the education authority, the publishers of textbooks, teachers, and researchers related to mathematic curriculum articulation.
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