本研究旨在探討九年一貫數學領域課程暫行綱要實施後，各版本教科書中小學幾何教材內容與份量的差異。本研究將國小幾何教材分為「形體外觀之辨識與建製」、「形體組成要素之辨識、發現與應用」、「形體性質之探究並運用其性質解題」、「形體之切割、重組與變換」、「空間概念」等五大類目。主要研究結果如下： 一、各版本幾何教材的份量，不論以頁數、授課節數或是類目來計算，經百分比間同質性考驗來後，均顯示有差異，其中以「形體外觀之辨識與建製」類目的教材份量差異最顯著。若單以數量來看，授課節數之差異最大，乙版本的授課節數僅為甲版本的60.53%。 二、各版本幾何教材內容均重視「形體性質之探究並運用其性質解題」與「形體組成要素之辨識、發現與應用」，分別佔幾何教材的30.20%~38.14%與24.58%~30.20%，合乎van Hiele的幾何思考模式與幾何教材的設計原則。 三、各版本均缺乏空間視覺化的教材，僅列有柱體與錐體的展開圖與視圖部分，佔幾何教材的3.67%~9.69%。應加強空間視覺化之教材，以提升學童之空間能力。

This paper aims to explore the difference in content and quantity between the four sets of textbooks for the elementary school geometry course after the practice of the provisional guidelines in the nine years curriculum. This paper tends to group the elementary school geometry into five categories: A. The organization and constructional analysis between figure and structure. B. The identification, discovery, and application of the constructional elements between figure and structure. C. The study of the characteristic of figure and its application to problem solving. D. The dissections, reorganization, and transformation of figure. E. The spatial concept. The study adopted the method of content analysis to analyze the teaching materials of every textbook. It is found that there are various textbooks for one principle, and every textbook varies from each other. The main findings of the study are as follows: 1. Vast differences in the amount of the geometrical teaching material, including the pages, numbers of teaching period, and categories, are found. The most noticeable differences among these textbooks are the numbers of teaching periods, i.e. the teaching period of the textbook B is only 60.53% of the textbook A. 2. The content of the geometry textbook that pays great attention to the study of the characteristics of figure and the application of these characteristics to problem solving is between 30.20% and 38.14%; the discovery, application, and recognition elements of figure formation is between 24.58% and 30.20%. These are in accordance with van Hiele’s Development Theory of Geometry and with the designing principles in geometric teaching material. 3. All the textbooks that are short of spatial concepts with only the cylindrical and conical surfaces are between 3.67% and 9.69%. It is essential to strengthen the teaching materials of spatial visualization in the textbooks in order to promote the ability of students’ spatial visualization.