| Summary: | 碩士 === 國立嘉義大學 === 數學教育研究所 === 100 === Researcher applied the content analysis method to compare the differences of algebra topics in mathematics textbooks from grade one to six among Taiwan, Finland and China. The major objectives are to compare the problem types of algebra (purely mathematical form, verbal form, visual form, and combined form), presented style of problem posing (situational and non-situational problems), knowledge attributes of problem posing (conceptual, procedural, and connection) and the content differences of algebra textbooks. This study selected the highest market share in Taiwan Kang Hsuan, Chinese compulsory education curriculum standard textbook, and the Finland Laskutaito textbooks as the sample. The results show that the Kang Hsuan textbooks put more emphasis on combined form and situational presentations; Laskutaito textbooks highlight the purely mathematical form and non-situational presentation; China textbooks emphasize combined form and non-situational presentation.On knowledge attributes of problem posing, three textbooks all emphasize the presentation of procedural knowledge.On content presentation of algebra textbooks, Kang Hsuan and China textbooks emphasize open-ended questions to guide the instruction and integration of the situation. They do not emphasize on the introduction of mathematical nouns, rarely summarize the definition of the mathematics concepts. Laskutaito textbooks highlight the use of concrete materials in real-life situation, variety of problem posing, a lot of exercises, and emphasize on the definitions of mathematics terms.
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