本研究探討幼教師是否忠實的實施全園訂定的「空間與圖形課程」？「空間與圖形課程」強調以遊戲及操作提供幼兒學習數學的機會。研究對象為一所附設幼兒園三個班級的六位幼教師，本研究以教師實施的「課」為單位，透過個案觀察和訪談蒐集資料，並分析幼教師空間與圖形教學與「課程」之間的一致性。經由資料分析發現教師實施課程時，偏向忠實的實施「課程」，傳遞數學內容因「課程」提供有系統的幼兒數學知識及教學方法。又因教師為因應情境及學習者需求，會調整課程活動，或創新教學改變課程。研究結果發現在實施課程「量」的方面，教師大部分遵照課程規定進行教學，但在質的方面，發現教師會超越幼兒認知發展，而加深數學知識教學。顯示，課程實施是一個複雜且多面向的過程，研究結果將進一步討論。

The purpose of research was to explore kindergarten teachers implemented curriculum of space and shape which was based on hand-on and play model for young children that provided learning opportunities. This analysis targeted the ways that teachers used the particulars of the curriculum to design instruction then taught. Applying case study was to understand implementation of curriculum of three classroom of kindergarten teachers. Data collection used observation and interview with each lesson as unit analysis to determine the consistency with curriculum of space and shape. Through data analysis, it was found that when teachers implement the curriculum, they tended to implement the “Curriculum” faithfully, and passed the mathematics content, because the “Curriculum” provided systematic children’s mathematical knowledge and teaching methods. In addition, teachers would adjust curriculum activities or innovate teaching to change the curriculum in response to the situation and the needs of learners. The results indicated that in implementing the “quantity” of the curriculum, most of the teachers follow the curriculum regulations in teaching. But in qualitative terms, it is found that teachers would go beyond the cognitive development of children and deepened the teaching of mathematics. Obviously, teachers implemented the curriculum was a complex and multifaceted process, and the research results will be discussed further.