| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 103 === This study adopts the content analysis method and analyzes mathematics textbook illustration design for elementary school fourth-grader students. It aims to analyze the functions of illustrations of the most widely used versions N, H and K and assess illustration design for possible latent drawbacks on the mathematics textbook. It further suggests possible directions for improvements.
In this study, J. R. Levin’s illustrations classification theory and R. E. Mayer’s cognitive theory of multimedia learning and teaching materials design principles are applied. The study investigates the frequency, coverage and deficiency in design for each functional category of illustrations in the three versions.
Comprehensive results of this study made the following conclusions:
First, with regard to the frequency and coverage of illustrations, representational illustrations have the highest ratios, interpretive illustrations second, and transformational illustrations have the lowest.
Second, within each version, the ratio of representational and interpretive illustrations regardless of the number or length of text, aggregate to more than 70%.
Third, for comparison among versions, K version has more representational illustration than others. And H version is more effective on the interpretive illustrations.
Fourth, there are differences in various versions of the ratio of the functional classification of illustration, and there are differences in the ratio of illustration deficiency.
Fifth, K version illustration design is more in accordance with multimedia teaching design principles, but there are still contents for improvement.
According to the conclusions of this study, several suggestions on textbook illustration design and future studies are addressed.
Key words：Mathematics textbook, illustration, content analysis, cognitive theory of multimedia learning.
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