A Content Analysis of Algebra on Mathematics Textbooks for Grade 7 to 9 Between Taiwan and China

• Main Authors: Han, Hsiang-Chin, 韓湘晶
• Other Authors: 高新建
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/7n8ax5

碩士 === 國立臺灣師範大學 === 教育學系 === 105 === The purpose of this study was to compare and analyze the similarities and differences on algebra of the junior high school’s mathematics textbooks between Taiwan and China. The objects of the study are Kang-Hsuan version of Taiwan and the Beijing Normal University version of China. Content analysis was used as method and mathematics problem was as unit to analyze, they were based on classification of Stein’s taxonomy of Educational Objectives (2000) employed as the analytic tool, Lesh and Lamon’s definition (1992) to real situation and Zhu and Fan’s representational forms from problems (2006). The results are concluded as follows: 1.The classification of the mathematics problem on Algebra (1)Both of the textbooks are emphasized on algebra. The distribution ratio, and unit title are the same, but edit ways and teaching materials. (2)Both of the textbooks are emphasized on the history of mathematics, the story of mathematicians, and interesting math problems. (3)The mathematical concept and construction are different: Kang-Hsuan version used a more traditional way to arrange the mathematical concept and construction, but Beijing Normal University version used questions & answers and interrogation method. 2.Cognitive demand of the mathematics problem on Algebra (1)Both of the textbooks are mainly focus on the “procedures without connections” which belongs to “low-level task”; “memorization task” is more in Kan-Hsuan version; “procedures with connections task” is more in the Beijing Normal University version; there is no “doing mathematics task” in Kan-Hsuan version, but there are two task in the Beijing Normal University version. (2)Both of the textbooks are equally emphasized on the importance of practice. Getting corrective and efficacy by mastery learning. 3.Representational forms from problems on Algebra (1)“Problems in a purely mathematical form” is the main topic form from problems on both textbooks. (2)The distribution ratio is not balance in presenting the form from problems on both textbooks. “problems in a purely mathematical form” is the most, but “problems in a visual form” is the least. 4.Forms from problems on Algebra (1)“Non-situational problem” is the main topic form from problems on both textbooks. The form of “equation” is the most. (2)The distribution ratio is not balance in presenting the form from problems on both textbooks. There is much space to be improved. (3)The forms from problems should be advancing with the time. Using much more situational problems and open questions to develop the abilities of learning, inference, and induction. According to the research results mentions above, the researcher several suggestions for the related mathematics education units and personnel revising the textbooks or doing future research.