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題名：臺灣、美國與新加坡七年級代數教材之比較研究
書刊名：科學教育學刊
作者：陳仁輝／楊德清 引用關係
作者(外文)：Chen, Ren-huei／Yang, Der-ching
出版日期：2010
卷期：18:1
頁次：頁43-61
主題關鍵詞：七年級；代數；情境數學；部編數學；新課程數學；Algebra；Grade Seven；MiC；NSM；OvT
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(17) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:17
  • 共同引用共同引用:0
  • 點閱點閱:94
本研究在比較美國「情境數學」、新加坡「新課程數學」與台灣「部編版數學」七年級代數課程教學目標、佈題方式與知識類型差異。採內容分析法，以立意取樣選取上述教材為樣本。結果顯示：「情境數學」教學目標強調情境與運用表徵為媒介，佈題 方式以情境為主，並強調概念性知識的學習。「部編版數學」偏重程序性知識精熟，內容少有情意問題；「新課程數學」強調未來代數工具性角色，注重同一主題的延伸與發展多元解題策略，亦強調程序性知識與非情境佈題。「部編版數學」在佈題上有82% 是無情境，和現今國際數學教育趨勢不同，建議課程改革者在進行教材編輯時應善用情境佈題，提昇學習動機，以符應數學教育之發展趨勢，進而形塑更高層次之學習環境。
The purpose of the study was to compare the algebra textbooks used by 7th-graders in Taiwan (OvT), Mathematics in Context (MiC) in the U.S.A. and the New Syllabus Mathematics (NSM) in Singapore. This study used context analysis. The purposes of this study were to compare the instructional objectives and the design of the attributes of the mathematical content and the context. The findings of this study include: (1) MiC put almost all of the mathematical content into context, but others don’t; (2) the textbooks in Taiwan and Singapore put more emphasis on learning procedures by practice. The results also indicate that the Taiwan textbook has the highest level of mathematical content on algebra. Over 80% of the problems in OvT presents content without context. This is different from international trends in mathematics education. The authors suggest that the curriculum designers should put more emphasis on the development of context problems in the OvT in the future to promote learning, motivation and match the trends of international mathematics education and create learning environments for higher order thinking.
期刊論文
1.Zhu, Y.、Fan, L. H.(2006)。Focus on the representation of problem types in intended curriculum: A comparison of selected mathematics textbooks from Mainland China and the United States。International Journal of Science and Mathematics Education，4(4)，609-626。  new window
2.Zohar, A.、Dori, Y. J.(2003)。Higher Order Thinking Skills and Low-achieving Students: Are They Mutually Exclusive?。The Journal of the Learning Sciences，12(2)，145-181。  new window
3.Star, J. R., Betha, H. E.,、Smith, J. P.(2000)。Algebraic concepts: What’s really new in new curricula。Mathematics Teaching in the Middle School，5(7)，446-451。  new window
4.曹博盛(20051000)。TIMSS 2003臺灣國中二年級學生的數學成就及其相關因素之探討。科學教育，283，2-34。  延伸查詢new window
5.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
6.Haggarty, L.,、Pepin, B.(2002)。An investigation of mathematics textbooks and their use in English, French and German classrooms:Who gets an opportunity to learn what?。British Educational Research Journal，28(4)，567-590。  new window
7.Reys, B. J.,、Reys, R. E.(2006)。The development and publication of elementary mathematics textbooks: Let the buyer beware!。Phi Delta Kappan，1，377-384。  new window
8.Silver, E. A.,、Stein, M. K.(1996)。The QUASAR Project: The revolution of the possible in mathematics instructional reform in urban middle schools。Urban Education，30(4)，476-521。  new window
9.Star, J. R.(2005)。Reconceptualizing procedural knowledge。Journal for Research in Mathematics Education，36(5)，404-411。  new window
10.Stigler, J. W., Fuson, K. C., Ham, M.,、Kim,M. S.(1986)。An analysis of addition and sub-traction word problems in American and Soviet elementary mathematics textbooks。Cognition and Instruction，3(3)，153-171。  new window
11.Stylianides, A. J.,、Stylianides, G. J.(2007)。Learning mathematics with understanding: Acritical consideration of the learning principle in the principles and standards for school mathematics。The Montana Mathematics Enthusiast，4(1)，103-114。  new window
會議論文
1.Törnroos, J.(2004)。Mathematics textbooks, opportunity to learn and achievement。The ICME-10 Discussion Group 14。Copenhagen。  new window
2.徐偉民、黃金鐘(2003)。情境導向的數學教學：一個結合情境認知與建構取向的教學模式349-378。  延伸查詢new window
研究報告
1.游自達、林宜城、林原宏、洪賢松、陳兆君、蔡秋菊(2007)。九年一貫課程之教科書總評鑑總結報告 ：設計理念、能力指標與統整性。台北。  延伸查詢new window
學位論文
1.吳麗玲(2006)。台灣、美國與新加坡國小五、六年級分數教材內容之分析比較(碩士論文)。國立嘉義大學。  延伸查詢new window
2.黃有義(2004)。真實情境脈絡的數學教材教法對國二學生代數越級學習影響之研究，彰化縣。  延伸查詢new window
3.林慧欣(2003)。試行真實情境 脈絡的數學教材與教法於國一 課室之行動研究，彰化市。  延伸查詢new window
圖書
1.Lesh, R.、Lamon, S. J.(1992)。Assessment of authentic performance in school mathematics。Washington, DC：American Association for the Advancement of Science。  new window
2.教育部(2003)。國民中學九年一貫課程綱要--數學學習領域。臺北市：教育部。  延伸查詢new window
3.Schmidt, W. H.、McKnight, C. C.、Houang, R. T.、Wang, H.、Wiley, D. E.、Cogan, L. S.(2001)。Why schools matter: A cross-national comparison of curriculum and learning。San Francisco：Jossey-Bass。  new window
4.Organisation for Economic Co-operation and Development(2004)。Learning for tomorrow's world: First results from PISA 2003。Paris：Organisation for Economic Co-operation and Development。  new window
5.Hiebert, J.、Gallimore, R.、Garnier, H.、Givvin, K. B.、Hollingsworth, H.、Jacobs, J.、Chiu, A. M. Y.、Wearne, D.、Smith, M.、Kersting, N.、Manaster, A.、Tseng, E.、Etterbeek, W.、Manaster, C.、Gonzales, P.、Stigler, J.(2003)。Teaching mathematics in seven countries: Results from the TIMSS 1999 video study。Washington, DC：National Council of Teachers of Mathematics。  new window
6.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
7.王石番(1996)。傳播內容分析法--理論與實證。台北：幼獅。  延伸查詢new window
8.National Council of Teachers of Mathematics(1989)。Curriculum and evaluation standards for school mathematics。Reston, VA：National Council of Teachers of Mathematics。  new window
9.Chambliss, M. J.、Calfee, R. C.(1999)。Textbooks for learning。London, England：Blackwell。  new window
10.Mullis, I. V. S.、Martin, M. O.、Gonzalez, E. J.、Chrostowski, S. J.(2004)。TIMSS 2003 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades。TIMSS & PIRLS International Study Center, Boston College。  new window
11.Baroody, A. J.(2003)。The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowled。The development of arithmetic concepts and skills: Constructing adaptive expertise。Mahwah,NJ。  new window
12.Fennema, E.,、Romberg, T. Eds..(1999)。Mathematics classrooms that promote understanding。Mahwah, NJ。  new window
13.Romberg, T. A.、de Lange, J.(1998)。Mathematics in context。Chicago, Illinois：EBEC。  new window
14.Schmidt, W. H., McKnight, C. C., Valverde, G.A., Houang, R. T., Wang, H.,、Wiley, D. E.(1997)。Many visions, many aims: A cross-national investigation of curricular intentions in school mathematics (Vol. 1)。Dordrecht。  new window
15.Törnroos J.(2001)。Mathematics textbooks and students’ achievement in the 7th grade: What is the effect of using different textbooks。2002 european research in mathematics education II。Prague。  new window
16.Van del Heuvel-Paanhuizen, M.(1996)。Assessment and realistic mathematics。Utrecht, The Netherlands。  new window
17.Westbury(1990)。Textbooks, Textbooks publishers, and the quality of schooling。Textbooks and schooling in the United States。Chicago, IL。  new window
圖書論文
1.Stein, M. K.、Remillard, J.、Smith, M. S.(2007)。How curriculum influences student learning。Second handbook of research on mathematics teaching and learning。Information Age。  new window
2.Gu, L.、Marton, F.、Huang, R.(2004)。Teaching with Variation: An effective way of mathematics teaching in China。How Chinese learn mathematics: Perspectives from insiders。World Scientific。  new window
3.Romberg, T.、Shafer, M.(2003)。Mathematics in context: Preliminary evidence about student outcomes。Standards-based school mathematics curricula: What are they? What do students learn?。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
4.Treffers, A.(1991)。Realistic mathematics education in the Netherlands 1980-1990。Realistic mathematics education in primary school。Utrecht：CD-b Press。  new window
 
 
 
 
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