| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 105 === The purpose of the study was to analyze the illustrations in three different versions of mathematics textbooks geometry units for elementary school senior graders students.The study was to analyze through content analysis.The criteria to analyze the illustrations, which derived from Levin’s（1981）illustrations theory, Mayer’s (2001; 2009) mumultimedia design principles. The study was to analyze the formation, functions, textbook content,
applicationands and design principles of of the illustrations. The findings also provided the future improvement of the illustrations in the textbooks to provide illustrations design research and teachers in the choice of mathematics textbooks and teaching practice on the reference.
A total 954 illustrations of 18 geometric units in the tenth and eleventh volumes were used as study samples. Including the researchers a total of three senior teachers of the amount of illustrations for the analysis and quality of the inquiry. Comprehensive results of this study made the following conclusions: 1.The illustration was 21.09% average occupancy in all three versions of textbooks.Regardless of the number or coverage, the graphic illustrations(71％) more than photos(29％).2.With regard to the the number and coverage of illustrations, representational illustrations have the highest ratios. Within each version, the ratio of representational illustrations more than 50% Transformational illustration did not show in these textbooks.
3.The presented sequence and structure matched the argument of van Hiele on geometric thinking and development. With regard to the mathematical content , most of them were classified as ‘problem solving of geometric shapes’(41%), and the least were classified as ‘spatial geometry’(5%). 4.With regard to the number or coverage of applicationands of illustrations, most of them was ‘subject’(58%), ‘problem explanation’ (24%) second. 5.There were more than 94% of the illustrations presented textbook content.6.There were more than 33% of the illustrations are only used for "subject" .7. The illustrations in three versions correspond most to the spatial contiguity principle (100%) but fit least to coherence principle(70%).But about 36% of the illustrations do not meet the four principles set up in this study.8. By investigating the principles of illustrations design and comparing and contrasting illustrations between different versions , several suggestions on textbook illustration design and future studies are addressed. (1)The illustrations should be the main points of the selection of textbooks.(2)Teachers need to use the teaching aids, multimedia teaching materials to assist the illustrations.
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