Content Analysis of Elementary School Mathematics Textbook: Four Arithmetic Operations

• Main Authors: YI TING WEI, 易庭緯
• Other Authors: 林碧珍
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/00739618974100847420

碩士 === 國立新竹教育大學 === 數理教育研究所 === 99 === This study aimed to analyze teaching material for four arithmetic fundamental operations. The study was to find out context of concepts and problem posing analysis from the four versions of elementary school mathematics textbook. Objects of this study were the 9-year Integrated Curriculum elementary school mathematics textbooks and workbooks, including Kang-Hsuan, Nan-Yi, Han-Lin and national-edition. The method of research is “content analysis”, the research unit is the first question of problem posing from each sub-concepts. Problem posing was analyzed by semantic structure of contextual problems and bare problems, number magnitude and four arithmetic fundamental operations symbol. Teaching material context was analyzed by “four arithmetic fundamental operations” from every version, including “Division and multiplication must be completed before addition and subtraction”, “calculate from left to right”, “do everything in parentheses first”, “ combine formula”, ” subtract elements”, “distributive law” and “associative law.” The findings of this study were as follows, Parts of problem posing: (1) Most of the four versions varied four arithmetic fundamental operations from simple questions. (2) Numbers of addition, subtraction, multiplication and division questions were average in every version. (3) Contextual problems of Kang-Hsuan and Han-Lin versions were more multiple; National-edition shows bare problems the most. (4) The Chinese word “一” and Arabic numeral “1” were shown in one question at the same time. Parts of teaching material context (1) Three of four arithmetic fundamental operations did not broach the concept of “Division and multiplication must be completed before addition and subtraction” first. (2) Critical questioning of each version was peculiar and characteristic. (3) Concept broaching ways: Kang-Hsuan version was result-comparing; National-edition version declares result directly; Nan-Yi and Han-Lin versions include these two ways.