Elementary Geometry Textbooks among Taiwan, China, and Singapore：Take Composite Figures For Example

• Main Authors: KU,YU-CHIA, 古育嘉
• Other Authors: CHEN,JIA-HUANG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/r7y3s7

碩士 === 國立臺中教育大學 === 數學教育學系 === 105 === The current study adopted content analysis to compare the respective features and discrepancies of the composite figures area in the following three elementary geometry text books － Nanyi in Taiwan, Renmin in China and Marshall Cavendish Education in Singapore. The research findings have indicated that, firstly, concerning the student’s development of mathematical habits of mind, the textbooks accentuate the mathematic skills of relation reasoning and invariant. The summation of the two have reached ratings at 85% to 95%. Secondly, the three target textbooks primarily hinge upon relational reasoning. However, the Chinese textbooks favor more towards the pattern of adopting known relation between respective amounts to derive the unknown answer. Such finding indicated that Chinese sampling accentuated problem-solving through formulaic compositions in contrast to the other two. Moreover, the Singaporean textbooks favor the pattern of generalizing relations between two subjects in relation reasoning. Such finding showed that Singaporean sampling values the capacity to relate two subjects more. Thirdly, Nanyi textbooks require student’s prior knowledge in problem solving. Moreover, the exercises given in the curriculum mainly are those taught in the textbook. As for Renmin, the exercise part is simplified. The textbooks may provide hints for students to think, but the exercise part is not necessarily given. The exercises given after the curriculum may involve two advanced level questions which require concept application. Lastly, Marshall Cavendish Education emphasizes relation reasoning, and the instruction is separated into consecutive procedures and then further extended. The exercises given in the curriculum require student’s prior knowledge and, at the end of the textbook, there is a reminder of learned knowledge for reviewing. The author hopes the current study could contribute to future textbook editing and teacher instruction.