本研究因應十二年國教，以內容分析法探討第55屆至第64屆全國科展國小數學組作品，共144件，從中分析其研究動機所呈現的情境類型，檢核作品展現的數學素養內涵，並探討超齡表現之情形。
本研究結果如下：
一、情境類型分布以「遊戲類」最為大宗，占整體的 34%，顯示學生對於遊戲情境具高度興趣。然而，隨著屆次推進，作品題材日趨多元，「藝術與空間」、「社會公共與教育」及「教具」等類型之占比亦有所提升，而無情境的作品也有18%，其中大多為對現有數學題目進行延伸討論。
二、針對本研究所訂定之五項數學素養內涵進行檢核，發現所有科展作品都有使用到「數學表徵」，超過半數作品也有使用到「數學工具」及「數學建模」來輔助研究，「創新應變」比例則偏少，「美感素養」比例最低。
三、科展作品中有 49%的作品有超齡表現之情形，而近十年作品中發現前五年的作品，超齡比例偏高，近幾年有較為降低，顯示出學生探討之問題已愈符合其年齡發展。
綜上所說，國小數學科科展作品多具備豐富的數學表達與工具使用能力，並顯現出題材取向與學習需求的變化，研究者針對研究結果提出建議，希望能供教育現場教師於素養導向評量設計與教學參考之用。

In response to the 12-Year Basic Education curriculum, this study adopts content analysis to examine 144 entries from the 55th to the 64th sessions of the National Science Fair in the elementary school mathematics category. The research analyzes the contextual types embedded in the project motivations, assesses the representation of mathematical literacy, and investigates the occurrence of above-grade-level performance.
The findings are as follows:
1.
The most common contextual type was "game-based," accounting for 34% of the total entries, indicating a strong student interest in game-related scenarios. However, with the progression of sessions, project topics have become increasingly diverse. The proportions of "arts and spatial," "public and educational issues," and "teaching aids" have also increased. Additionally, 28% of the projects were classified as having "no contextual scenario," most of which extended from existing mathematical problems.
2. Based on the five dimensions of mathematical literacy defined in this study, all projects demonstrated the use of "mathematical representation." More than half also utilized "mathematical tools" and "mathematical modeling" to support their research. However, the proportion of projects showing "adaptive reasoning" was relatively low, and "aesthetic literacy" was the least represented.
3. Among all entries, 49% exhibited above-grade-level performance. The proportion was notably higher during the earlier five years of the ten-year span but declined in recent years, indicating a trend toward more age-appropriate research topics.
In summary, elementary school mathematics science fair projects tend to
demonstrate strong abilities in mathematical expression and the use of tools, while also reflecting evolving topic preferences and learning needs. Based on the findings, the researcher offers suggestions aimed at supporting teachers in designing competency based assessments and classroom instruction.