| Summary: | 碩士 === 國立臺中教育大學 === 課程與教學研究所 === 98 === Based on the theory of scaffolding, the main goal of this study was to explore the problem-solving scaffoldings in middle-grade mathematic textbooks in Taiwan.
Fractions learning activities in middle-grade mathematic textbooks, based on elementary school mathematics curriculum standards and Grade 1-9 Curriculum Guidelines, were analyzed. This study employed content analysis and Atlas. ti, computer analysis software, to assist in data analysis and integration. The coding categories developed by the researcher included attending, prompting, modeling, questioning, and concluding. Both written and graphic representations in the textbooks were coded and compared.
The major findings of this study were as follows.
1. In different concepts of fractions in middle grades, both 1993- and 2003- edition frequently used attending and modeling to scaffold students. The textbooks inclined to render the contents of the procedural, sensory perception on Modeling.
2. In different concepts of fractions in middle grades, 1993-edition reflected the discovering and exploring of course philosophy and emphasized on problem-solving steps in strategic thinking. Therefore 1993-edition used more frequently than 2003-edition on questioning.
Furthermore, based on the results of the study, the researcher proposed the recommendations for textbook editors and future researchers with regard to scaffolding of problem solving.
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