鑑古識今，本文從分析1940 - 1980期間香港小學數學課程的發展，指出香港過往的數學課程發展雖然由教育部門作「中央監控」，但亦採取「漸進發展」的課程發展模式，因應時勢，有序地推行數學課程改革，而且以吸納政治的技巧，引入民間力量和聲音，著重與教師團體的互動。從歷史發展的探索，本文提出五方面的思考：課程發展策略要因應時勢發展，需因地制宜，雖由上而下但仍給予自主空間和彈性，容納民間聲音，以及探討權力下放的可行性以回應時代需求。
This article, by analysing the Mathematics curriculum development of Hong Kong in the period 1940s-1980s, aimed to learn from the past. It stressed that the education bureau had adopted various effective strategies in curriculum development, though it centrally-controlled the development. The education bureau had adopted incremental model through consideration of context, implemented curriculum orderly and used techniques of absorptive politics to introduce strengths and ideas from grassroots and to interact with teacher associations.Inquiring from historical development, this article raised five dimensions of thought for curriculum development: strategies need to consider trends of recent change, considering the context of society, provision of space and flexibility when using top-down approach, accepting voice from grassroots, and investigating the possibility of devolution of power when responding to requests.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

作者從一次由八位小學數學教師參與的專題小組訪問開始，探討四個香港小學教育的問題：課程的銜接、課本教學、個別差異以及學能測驗的影響。文章列舉了一些實質的研究，並指出香港小學數學教學研究和發展的方向。

作者指出，踏進90年代，世界各地紛紛對數學課程作出了重整，但與新數學運動截然不同者，基礎數學之內容，可謂萬變不離其蹤，但其定位、取向與著眼點方是最決定性的。此文章即以10地區之數學教育目的作比較，檢討其異同，希望藉此得出去蕪存菁之端倪。