本研究主要目的在了解九年一貫課程數學領域分段能力指標序階之適切性，在研究方法上，針對九年一貫課程數學領域（三、四階段）之能力指標進行分析，了解國內學者訂定課程目標的主要概念，以項目反應理論垂直等化模式，進行試題分析，採校準試題設計，六、七、八、九共四個年級，每年級兩份試卷，共八份試卷，189題試題施測，有效試題165題，利用BILOG-MG程式估計試題之難度參數，並將不同測驗的項目參數以同一量尺表示，獲得各數學試題及能力指標在量尺上相對應的位置。在研究結果部份，由各試題及能力指標所對應的量尺位置，得到第三階段七年級分段能力指標的學習內容，對於七年級學生學習而言偏難，第三階段六年級及第四階段分段能力指標之學習內容，則符合學習是由易至難的基本假設。最後研究者針對研究所得之結論，提出未來研究的建議與應用。

　　　　　The purpose of the research is to understand the fitness of the ability indicator sequences for Nine-Year Integrated Curricula. The ability indicators of Nine-Year Integrated Mathematical Curricula was analyzed so that the ideas of curriculum objects formulated in Taiwan could be examined. Moreover, the testing items were designed by vertical equating of Item Response Theory. The tests were developed by anchor-test design for equating form. Two test forms were given to the students for each grade from sixth to ninth grade, and eight tests contained 165 items are developed and calibrated through IRT analysis, using BILOG-MG program to estimate the IRT item parameters and the ability parameters. The parameters of the different tests are scaled by equating process to obtain the corresponding positions of the ability indicators on the scale. The research reveals that mathematical indicators in the third and forth stages are difficult for seventh graders, but are suitable for sixth, eighth, ninth graders. At last, based on the result, discussions for how to use the evaluation in practice and further research are proposed as well.