The Textual Organization in Mathematics Textbooks

• Main Authors: Ya-wan Chen, 陳雅婉
• Other Authors: Guang-ming Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/19519150227031024273

碩士 === 國立臺東大學 === 語文教育學系碩士班 === 98 === People learn content area knowledge through the ability of using language, which is the basis of gaining knowledge. Mathematics is not only the essential in daily life but also one of formal curriculum in school education. For students, mathematics is the most challenging subject. The study took content analysis to analyze Nan-Yi edition, published in 2007, in order to realize the textual organization in mathematics textbooks. We especially discussed text structure, cohesion and sentence pattern and found as follows: 1. Text structure: (1) In mathematics textbooks, the textual organization has the initial sentence, the following sentences and the terminal sentence. (2) In the initial sentence, presentative sentence appears to be the most, the general subject-predicate sentence the second. In the high-grade mathematics textbooks’ textual organization, the initial sentence always disappeared. The topics also changed from the concrete situation to the abstract circumstance. (3) The following sentences act as the core in mathematics textbooks and furthermore the terminal sentence is the interrogative sentence. 2. Cohesion: The cohesion in narrative is divided into four parts, including reference, substitution and ellipsis, conjunction and lexical cohesion. The demonstrative reference, the verb ellipsis, adversative conjunction and causal conjunction have not appeared in mathematics textbooks. 3. Sentence pattern: The “bi” sentence, the “ba” sentence and the pivotal construction often appear in mathematics textbooks.