| Summary: | 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) === 101 === This study explored the difference and respective features of the plane angle concept in the math textbooks published by Mainland China, Hong Kong and Taiwan. With literature analysis and content analysis, the study compared the textbook versions of Beijing Normal University (standard curriculum of Mainland China), the 21st Century Modern Mathematics (Hong Kong), and three versions in Taiwan, namely, Nan I, Kang Hsuan, and Han Lin. This study discussed the “concept development,” “structural sequences,” “types of instructional activities,” “illustrations,” “workbook and exercise,” and “teachers’ manuals”.
The findings of this study are as follows:
1. The compilation sequences in all the above-mentioned textbooks are consistent, which corresponds to Van Hiele’s theory regarding the “cognition phases of geometry”; however, as the teaching starting time differs, the section arrangement is slightly different.
2. In regard with the instructional activities and classroom classes, the highest is Hong Kong version, which is almost 50% more than the other versions. As to operations, China version, Taiwan Nan I version, and Taiwan Han Lin version pay the closest attention. The Hong Kong version and Taiwan Kang Hsuan give most focus on exercise, followed by instructional activities including observation, reflection and discussion. The Hong Kong version and Taiwan Han Lin version involve more discussions. In regard with counter examples, the China version provides the most examples, with other versions insufficient or lacking in such examples (such as the change of position of angle scaling).
3. All the surveyed textbooks have included illustrations, photos (of real objects) and pictures that are full of associative images. The Hong Kong version contains the most variety of topics, followed by the China version, and Taiwan’s three versions.
4. Taiwan’s three versions contain the most exercises for angles, which helps students to achieve the goals of learning through reviews and exercises at after-school hours.
5. As to the teachers’ manual, notes and illustrations are added in the Hong Kiong version, Taiwan Kang Hsuan version and Taiwan Han Lin, with a smaller content of the textbook. The China version and Taiwan Nan I version contain written explanations for instructional activities and process. All versions have included extensive knowledge, supplementary activities and math games.
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