本研究旨在探討台灣地區近三十年間，亦即自民國五十七年至八十二年間，各時期國編版國民小學幾何教材內容範圍之差異。本研究經由文獻探討整理分析架構：將國民小學幾何教材類目，區分為「形體外觀之辨識」、「平面圖形與立體形體之建製與轉換」、「形體組成要素及其關係之探究」、「形體性質之探究並運用其推理解題」、「空間方位」等五大項，並以此分析架構為基準，採「內容分析法」，剖析各時期的幾何教材。研究結果發現，幾何教材佔全部教材的分量變化自五十七年版到七十六年版（由8.9%增到16.6%），均有顯著增加，但八十二年版卻下降到10.3%，明顯不足。國小幾何教材各類目中，以「形體組成要素及其關係之探究」為最重要之內容（約在64%∼89%之間），然而在「空間方位」的教材編排上，除了五十七年版佔34%之外，其他各時期都在9%以下均呈現明顯不足。

This research aimed to explore the distinctions among the elementary school geometry materials scopes in the National-Edition mathematics textbooks from 1968 to 1993. This research adopted ideas from literal reviews and chose to classify the elementary school geometry materials into five categories: recognition of shapes, building and conversion of 2D and 3D shapes, elements of shapes and their relations, properties of shapes along with how to use them to solve problems, and spatial orientation. Content Analysis was utilized to analyze the above-mentioned materials, and it was found that the amount of geometry materials increased from 1968 to 1987 (from 8.9% to 16.6%); however, a considerably large proportion of that had been removed since 1993, and to learn about the elements of shapes and their relations is the most important in the elementary school geometry materials (almost 64% -- 89%), but materials on spatial orientation were apparently insufficient (below 9%) except 1968.