| Summary: | 碩士 === 國立高雄師範大學 === 數學系 === 107 === The purpose of this study was to compare the mathematics textbooks dealing with fractions used by primary students among Kang Hsuan textbooks in Taiwan and Mathematics for SJK(C) in Malaysia. This study applied the method of content analysis and the ‘question’ was used as the analysing unit. The finding of this study indicated that the textbooks in Taiwan presented a complete problem-solving process for each example task, while the one from Malaysia only offers a brief concept narrative for each example. Taiwan textbook have nearly twice the number of questions than textbook of Malaysia, so it provided students more learning opportunities. The instructional material of fraction accounts for the highest proportion of coverage in the 5th grade in Taiwan but 4th grade in Malaysia. With regard the topic coverage and concept presentation, the definition of fraction accounts for the highest proportion in Taiwan but addition and subtraction of fraction in Malaysia, both presented in spiral approach. Concept illustration and operation process were presented in Taiwan, but limited concept illustration in partial content in Malaysia. Most instructional span of fraction concept in Malaysia preceded the one in Taiwan; but most of the issues are arranged in a different sequence. Considering the approach to present questions, the proportion of the mathematical attribute and the procedural knowledge is highest in Malaysia, but they are equally distributed in Taiwan.
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