本研究旨在探討臺灣、芬蘭、新加坡國小數學教科書中，幾何教 材內容呈現的異同。以臺灣康軒數學、芬蘭WSOY 版LASKUTAITO in English、和新加坡MCE 版My Pals are Here! Maths 為對象，採內容分析法， 以數學問題為分析單位，依問題的類型、表徵與情境來進行分析，以 瞭解三國國小幾何教材呈現的特色。結果發現，三國幾何問題的類型 均以無連結程序型問題為主，作數學型問題最少；問題情境以無情境 為主，問題表徵以視覺型態表徵為主。三國幾何教材較大的差異在例 題的呈現上，臺灣和新加坡呈現較詳細的思考歷程，而芬蘭則直接呈 現單一解法。另外，在例題與練習題的比例上，臺灣與新加坡約為1:3， 而芬蘭約為1:25。

The purpose of this study is to compare geometry content of instructional materials in elementary mathematics textbooks of Taiwan, Finland, and Singapore. The instructional materials reviewed were Kang-Hsuan Mathematics, the WSOY LASKUTAITO in English, and the MCE My Pals are Here! Maths, textbooks used to teach mathematics in Taiwan, Finland, and Singapore, respectively. Content analysis was used and mathematical problems were the unit of analysis. These were classified based on their cognitive types, representational forms, and contexts. The findings of this study show that most of the problems were classified as ‘procedure without connection’ with only a few problems belonging to the category of ‘doing mathematics’. Most of the problem contexts and representative forms in all three countries were non-contextual problems and visual forms. The significant differences among three countries were on the presentation of example problems and the ratio between example and practice problems. On the presentation of the example problems, Taiwan and Singapore provided more detailed thinking and a guided process to help in problem solving, but brief descriptions and demonstrations were presented in Finland. The ratio between example and practice problems was about 1:3 in Taiwan and Singapore and 1:25 in Finland.