過去教學相當重視知識和能力，如今數學學習領域和PISA數學素養均強調數學知識與生活要能連結、實踐，讓「素養」落實教育現場，強化學生應用所學於日常生活中，因此本研究即設計一份國小六年級測試的數學素養試題，以了解小六學生數學素養表現、錯誤類型和相關背景表現差異。本文經專家會議從PISA2012所公告之數學素養題本中，選取適合國小六年級的試題，並自編符合九年一貫課程綱要能力指標的A、B卷數學素養試題，採方便取樣27校56班國小六年級學生1,258名為正式施測對象，發現數學素養開放問答題的空白比例高，從錯誤類型可知計算不難，答題關鍵會落在題意的理解，對低分組學生易造成不了解、任意作答或猜測。背景變項方面，北區數學素養試題作答優於南區學生，而性別則是男性顯著優於女性學生。根據上述研究結果，提出結論和建議以供參考。

In the past, mathematics education focused on knowledge and skills. Now, both the Mathematical Curriculum and the PISA (the Programme for International Student Assessment) have hoped to promote a more practical usage of mathematical knowledge. The current study selected some items from the 2012 PISA mathematical literacy released items that were suitable for Grade 6 students as suggested by a group of experts. These were then combined together with two self-made assessments A and B, which were based on the Mathematical Curriculum Guidelines. A total of 1,258 grade 6 students from 27 schools and 56 classes were purposively sampled. Results showed that open-ended questions had higher ratio of blank answer. Further analysis of the error items showed that the assessment was actually not difficult to compute, but the problem lies with the understanding of the question itself. More so, with the low-scores group; students tend to have no idea about the question, which resulted in guessing an d randomly selecting the answers. As for the students’ background, students from the Northern region of Taiwan performed significantly better than the students from the Southern region. In addition, male students performed better than their female counterparts. According to these results, some conclusions and suggestions were proposed for practical application and future research.