本研究之研究目的在探討九年一貫課程實施下，我國國小六年級學童之速算能力。速算能力包含兩個層面，一是速算能力知識層面，二是速算能力應用層面。前者為運算規律之概念理解，後者為運算規律之應用計算。本研究採問卷調查法，並以電腦測驗做為研究工具。研究者自北部五縣市各選一所學校作為樣本學校，再從各樣本學校選取兩個班級做為本研究之研究樣本。
本研究主要發現如下：
1.雖然運算規律之概念理解為數學課程能力指標之一，然而僅有55.37%的學童能理解運算規律，並且僅有33.04%的學童能活用於計算過程中。
2.在結合律方面，學童分別在加減概念與乘除概念、整數計算與分數計算、左括計算與右括計算，這三方面的表現具有差異性。在分配律方面，學童分別在乘法概念與除法概念、正向概念與逆向概念、整數計算與分數計算、正向與逆向計算，這四方面的表現具有差異性。
3.在結合律概念與應用之關係，其符號改變概念與符號改變計算、符號改變計算與符號未改變計算具有相關性，而在分配律概念與應用方面，僅於正向概念與逆向概念具有相關性。

Abstract
The aim of this research is to discuss Taiwanese students’ ability of rapid calculation under the execution of the grade 1-9 curriculum. The ability of rapid calculation includes two aspects. One is about the knowledge of the ability of rapid calculation, and the other is about the application of it. The first one is the conceptual understanding of the operational properties. The second one is the calculation of the operational properties. This research is based on the “ Survey Research Methods,” and tests on computers is chosen as the tool.
The test was administered by 10 classes from five elementary schools in five counties from the norther Taiwan.
The main findings from the research are as following:
1.Although the conceptual understanding of the operational properties is one of the” Competence Indicators” in mathematics curriculum, only 55.37% of students can understand the operational properties and only 33.04% of students can actively use it in the process of the calculation.
2.From the associative law, there is difference among children in three aspects, which are the add and subtraction conception, the integral and fractional calculation and the computation of the left and right bracket. From the distributive law, children show difference in four aspects, which are the multiplication and division conception, the positive and reverse conception, the integral and fractional computation and positive and reverse computation.
3.In the relationship between between conception and application of associative law, there is relationship between symbol-changed conception and symbol-changed calculation, and between symbol-changed calculation and symbol-changeless calculation. But in the relationship between conception and application of distributive law, the only correlation is between positive and reverse conception.

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