我國小學數學課程之發展，從我國八十二年版的新課程強調教育目標為「兒童本 位」、「民主素養」，學科目標為「解題為本」、「活動取向」開始，雖然因應了教育改革 要求開放、多元、人本的呼聲，並實施以兒童為主體的教育，但也產生了數學課程的分水嶺 ，由著重「學科組織邏輯」轉向「學科發生邏輯」，由「教師講述為中心」轉向「學生學習 為中心」。 小學數學新課程的意圖在呈現：1.數學知識不是客觀存在的；2.解題活動與討論文化的重要 ；3.教材編排符合認知發展；4.教學活動在可能建構區；5.教師角色轉型為佈題者。然而課 程實施會產生三種課程：意圖的課程、實施的課程、獲得的課程，「教師成長」的空間即在 其間。 最近「學校本位」的作法受到重視，在科學教育方面的師資培育也深受「建構主義」的影響 ，配合數學新課程的精神，實施學校本位的建構導向的進修活動，以落實數學新課程的意 圖課程。本文將介紹北師實小六年來全面逐年實驗新課程，在發展專業成長方面的一些想法 ：尊重教師意願、模擬真實情境、營造可體驗的環境、形成有互動的動態式研究模式、重視 同儕間的經驗傳承，及在職進修活動的運作方式：融合學校本位理念發展學習社群，在學校 中組織不同需求的成長團體，透過專業成長日的安排，使教學實作和教學研討成為在校在職 教育的核心。

　　　　　As the evolution of national elementary mathematical curriculum came to a new stage, the 1993 national curriculum stressed that education should be student centered and developed democratic aptitude, that the teaching should be problem solving centered and in group discussion form. This curriculum responded effectively to the trivium of freedom, multi-valueness and humanism put out by the educational revolutionaries. It also created grave dislocation from the prevailing teaching practice sanctioned by the 1975 national curriculum-course organizing logic versus course logic and teacher lecturing versus student interacting. The intention of elementary mathematical curriculum consists of 5 points: 1. Mathematical knowledge could not exist by itsef. 2. Problem solving activity and group discussion should be stressed in the classroom. 3. The scope and sequence should follow the recognition development of the children. 4. Every teaching activity should aim at student's proximal zone. 5. The teacher should turn into a problem poser. Such dislocation would make a serious difference among expert intended curriculum, teacher practiced curriculum and student achieved curriculum and the distance between the inteneded and the practiced in the space of teacher improvement. Recently, school-centered thinkers are well aware of teacher development strategies, Enlightened by constructivism, coupled with the spirit of new mathematical curriculum, we found that by setting up a devic to promote teacher improvement in the school can help geatly to realize the intention of elementary mathematical curriculum. This article will tell how NTTC laboratory school reacted during the teacher's professional improvement during the first six years of teaching new curriculum completely and advancing yearly. The considerations are: 1. Respecting the wishes of the teachers. 2. Considering real world situations. 3. Managing an environment that the teachers can experience. 4. Forming a research scheme that is interactive and dynamic. 5. Emphasizing the transmission of acquired knowledge among colleagues. The operation should organize several different workshops or improvement groups to one day per week.