| Summary: | 碩士 === 國立屏東教育大學 === 數理教育研究所 === 102 === The purpose of this study is to analyze and compare Taiwan's different periods mathematics textbooks in 74 version, 83 version of National-Edition, 89 version, 92 version of Nani, with "the geometry teaching”materials. Content analysis was used as method and mathematics problem was as unit to analyze the similarities and differences among them. The analytic categories were followed the definition of the contexts by Lesh and Lemon(1992), and the types of representations by Zhu and Fan(2006). The results indicate that, first, the index pages from the four editions are presented differently, however, they are clearly mark each chapter, section and page numbers; even though the presentation is different, they are organized similarly to motivate the readers. Second, in all four periods, the textbooks all contain complete and detailed examples problem. The number of practice problems are more than the number of example problems, that indicate an emphasis on practice and mastering; After the implementation of the 9-year curriculum, more emphasis was placed on the need for practice. Third, the highest proportion in the four periods is “to identify, describe and define the physical plane geometry” and “geometric proof”; “Three-dimensional Graphics” questions do not appear in the 74 National edition; “Incenter, Circumcenter, and Orthocenter of a Triangle” does not appear in the “geometric proof” questions in the 89 Nani edition; the 92 Nani edition uses more geometric concepts directly from materials in previous grades or elementary grades as motivation. Fourth, in all four periods, emphasis was placed on “non-situational problem solving”. After the implementation of nine-year curriculum, there was a trend in more problems with situation setup; most problems are expressed as “combined form” problems.
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