| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 102 === The purpose of this study is to analyze and compare Taiwan's National-Edition elementary mathematics textbooks in 64 version, 82 version and 92 version, with fraction materials. According to mathematic problems, there are discrepancies among the content description of fraction materials. The content analysis is adopted as method, it concluded in three results. First of all, the layout provided problem-solving process and answer in 64 version and 92 version. In 82 version, the examples and exercises problems presented without solving process and answer. Besides, the sum of problems also shows pendulum effect, it reaches a pick in both in 64 version and 92 version, but it tumbled down in 82 version. Secondly, In terms of introducing the concept of fraction, the three period show the plurality are "basic definition of fraction". Last but not the least, this research finds out that there are differences between the types of representations and the design of the contexts. In 64 version, it concentrates in mathematical attribute and non-context problems; in 82 version, it comes down to verbal attribute and put in to context in student learning structure; in 92 version, either both mathematical and verbal attribute are emphasized, and non-context problems for large and average weight has been reached.
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