| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 98 === This study aims to analyze the Teaching material in math among the publishers. The sources are pre-school math practice books adopted by kindergartens, discussing their quality, content, and math concept. According to past analyses, youngsters’ arithmetic concepts are divided into “quality,” “quantity,” “space,” “logic concept,” “information analysis and ratio.” More subconcepts are based on analogy ideas taught in kindergarten, analyzing the contents by means of words and graphic symbols.
This paper has three main bodies. First, comparison and contrasts on the difference between the teaching materials among the publishers in the quantity and content are discussed. Second, analysis on the difference between the teaching materials among the publishers in math concept presentation is made. Third, contents of the teaching materials among the publishers are analyzed and development stages of math concept are compared.
The research has discovered the following three conclusions. First, in views of the volumes and pages of teaching materials, every publisher has different edited volumes and pages of the book. In terms of the concept included in the teaching materials, even if the materials provide more activities, the concepts are not equally included. If more concepts appear in one activity, the content of that one activity is relatively more complex. Second, different main points are made when edited when the concept of “quantity” appears frequently. Third, partial activities are more difficult in terms of cardinal number, combination and division, and money counting. Some materials are even in short of the basic math concept set up by kindergarten curriculum standard.
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