| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 103 === This study aims at investigating and comparing the “compilation and content of geometry” and “contextualized and decontextualized problems” in the three major junior high school mathematics textbooks in Taiwan.The results show as follows:
1. As the compilation for teaching materials, edition A focuses on asking students to DIY on geometry instructional materials and has them get the theorem by exploring problems. Edition B focuses on dividing more topics with fully explanation and makes students understand every theorem. Edition C is to make students understand the connection between lessons by reviewing them before starting the new topic. Also, using the contextualized ways is able to enhance the students’ learning motivation before teaching.
2. As posing problems for contextualized and decontextualized problems, edition B contains 96.8 % decontextualized problems on posing problems and edition B 95.7 %. Edition C is also up to 95%. Among eight geometry topics, edition A and C contain no contextualized problems on posing problems in two topics. And edition B contains one topic without contextualized questions. The comparisons show that they still prefer contextualized questions on posing problems for geometry topics among three different editions.
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