A Comparative Study of the Preliminary Content of Fraction in Elementary Mathematics Textbooks between Japan and Taiwan

• Main Authors: Yi-Chen Liu, 劉怡真
• Other Authors: Yu-Liang Chang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/64076592914790525782

碩士 === 明道大學 === 教學藝術研究所 === 97 === Most teachers and students are highly dependent on the textbooks in school education, where there are 95% of activities affected by the textbook in the class. Furthermore, many local and overseas researches have indicated that math is the subject that students dislike and repel for a long time, in which the students worry about the fraction learning the most. Therefore this research applied the content analysis method with a focus on the analysis and comparison among the teaching contents, enlightened teaching material scenario type and level of live problem scenario for the fraction math textbooks published by “Kang Hsuan” and “Tokyo Book”, which were used by most of the 2nd graders in Taiwan and 4th graders in Japan. The findings showed that the content of these two teaching materials conforms to the setting of teaching aim. Moreover, the concept of a fractional number employed in Kang Hsuan and Tokyo Book was different. Kang-Hsuan emphasized the meaning of a fraction and an integer on teaching a fractional number; therefore dividing into equal parts was initially employed. However, Tokyo-Book focuses the concept that applied measuring standardization to a fractional number; hence a fractional number was a measuring unit. On the context of the initial fraction education, the teaching materials for the initial fraction education in Kang-Hsuan and Tokyo Book were both based on continuous context. Kang-Hsuan primarily emphasizes area, while Tokyo Book mainly focused on length. The difference between these two teaching materials on fraction was the lack of a sample problem with dispersed context in Tokyo Book. In addition, Tokyo Book used unit fraction and non-unit fraction in the initial fraction education; however, Kang-Hsuan applies diverse question context which is more practical than Tokyo Book books. In general, according to enrichment of the overall content, Kang-Hsuan possessed better features than Tokyo Book. Finally, based on findings and discussions, recommendations were proposed as followings: The textbook editors might need to increase the teaching content of sharing concept and enhance the level of live problem scenario. Researchers could explore the relationship among continuous quantity of fraction material and discrete quantity scenario exemplifications in the future.