Comparison of Decimal Division Context in Mathematics Textbooks ofElementary School Between Taiwan and China

• Main Authors: Wan-Chen Huang, 黃婉貞
• Other Authors: 張英傑 博士
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/q9fxm2

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 100 === The study is aimed to explore the difference of teaching materials of decimal division in the textbook of elementary schools in the versions of Kangxuan, Taiwan and Peking University, China. The study finds: Taiwan drives the motives with front page and then enters the unit activities from life issues or mathematics history, making students understand mathematics questions from life. China names teaching activities in lifestyle method to arouse students’ learning interest. In terms of content proportion, Chinese version has a mass of questions for students to get familiar with the math questions after teaching activities and main unit of decimal division. In terms of subject proportion, both Taiwan and China use most the subject of decimal divided by decimal in the subject proportion, valuing the influence of the movement of decimal point on division answer. In terms of arrangement vein, the teaching sequence is decimal dividing integer, integer dividing integer (quotient is decimal), integer dividing decimal and decimal dividing decimal and the teaching materials are gradually more difficult and content wider. Taiwan uses life questions to makes students get familiar with math questions from life. Taiwan combines connective knowledge with conceptual knowledge and program knowledge to solve the questions while China lays emphasis on the calculating ability in question assignment. In the Chinese decimal division textbook, divisor can be aliquot in the teaching flow chart of decimal dividing integer, integer dividing integer (quotient is decimal), integer dividing decimal and decimal dividing decimal. There is no discussion on how to deal with the location of decimal point of remainder when the remainder is not zero. In the teaching flow chart of indivisible decimal division, the concept of circulating decimal is understood from the algorithm of multiplication. In the teaching structure chart of decimal division, the dealing method of decimal point of remainder is added in the teaching flow chart of integer dividing decimal and decimal dividing decimal. In the teaching flow chart of indivisible decimal division, there is no limitation on the understanding of concept of circulating decimal.