本文從歷史的角度運用史料與訪談，觀察臺灣戰後小學數學科教與學典範轉移的歷史背景、歷史軌跡，再從這些教與學典範轉移所涉及的問題予以分析與討論。研究發現，課程標準教育目標與修訂小組成員的變化，係教與學典範轉移的重要背景因素。分析課程標準修訂版本在教學方法上的敘說，1993年以前偏向以教師為中心的教與學典範，1993年版的課程標準偏向以學生為本的建構取向教與學典範，2004年版的九年一貫課程綱要則欲折衷前兩種教與學典範。長期參與教授領導的數學教學實驗團隊，比較能認同與採用建構取向的教學典範；透過學校數學領域專業社群的經驗分享，能對偏向以精熟學習教學典範者有所影響而有局部修正。教師職前與在職階段的教學專業培育、家長關注學生數學成績、數學科上課時數與教學進度的掌控，這些將是影響精熟學習或建構取向教與學典範轉移的重要因素。

This paper reviewed historical data and had interviews from a historical perspective, which aimed to observe the background and track of teaching and learning paradigm shift of mathematics in elementary school in post-war Taiwan. Analysis and discussion were proceeded based on issues referred to teaching and learning paradigm shift. The result revealed that changes of education goals in curriculum standard and revision committees were both important background factors to paradigm shift. By analyzing teaching methods in revised versions of curriculum standard, it tended to teacher-centered teaching and learning paradigm before 1993. According to curriculum standard published in 1993, it tended to student-centered, constructivism-oriented paradigm. In 2004 edition of nine-year integrated curriculum guidelines, it tended to compromise the first two paradigms. In addition, mathematics teaching experimental team with long-term participation led by professors turned to be more able to agree with constructivism-oriented teaching and learning paradigm. Through experience sharing from mathematics professional community at school, it could have impact on those who tended to mastery learning paradigm and have them modify themselves partially. Some important factors that have effect on paradigm shift from mastery learning to constructivism (or vice versa) are as following: professional teacher training in pre-service and service stages, parents’ concerns on students’ mathematics achievement, and class hours and teaching schedule management.