| Summary: | 碩士 === 淡江大學 === 中等學校教師在職進修數學教學碩士學位班 === 101 === The main propose of this study was to illustrate the representation of the concepts of negative numbers in mathematics textbook of junior high school and to analyze the representations of the addition and subtraction of negative integers, as well as to discuss the condition of the compatibility between workbook exercises and textbook content in every version concerning the addition and subtraction of negative integers. With the tools of concept mapping, content analysis was applied to negative numbers in the teaching materials of three existing versions of junior high mathematics textbooks. The findings of this study were as follows. First, it is shown that within the representations of negative-number concepts, the ''spoken languages'' and ''written symbols'' have taken the highest percentage, followed by ''pictures'', ''real scripts'', and ''manipulated models'', from higher to lower hierarchy. Second, within the textbook version, while the presenting methods of the addition and subtraction of negative integers are rendered, it is found out that the question types in version A and B are more complete while version C lacks the representation of ''absolute value''. Third, when researching on the compatibility between practice questions and textbook content of the addition and subtraction of negative integers, version B has the highest compatibility while version C has the worst score. Version B stands in the middle. Finally, according to the findings of this study, some suggestions were rendered to the content of the teaching materials, compiling and usage of the textbook, and future studies as references.
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