臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國小數學教科書數學問題類型與呈現方式之比較分析--以臺灣、芬蘭、新加坡為例
書刊名：科學教育學刊
作者：徐偉民 引用關係
作者(外文)：Hsu, Wei-min
出版日期：2013
卷期：21:3
頁次：頁263-289
主題關鍵詞：內容分析；問題表徵；認知需求；數學教科書；數學問題；Content analysis；Problem representation；Cognitive demand；Elementary mathematics textbooks；Mathematical problems
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(7) 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:4
  • 共同引用共同引用:138
  • 點閱點閱:113
本研究以臺灣、芬蘭與新加坡國小數學教科書為對象，針對三國教科書中的數學問題進行分析。研究對象為三國使用最普及的數學教科書，採內容分析法，依數學問題的類型和呈現方式進行分析。結果發現，三國在問題的數量上有顯著的差異，以芬蘭的問題最多，臺灣的問題最少。各類型問題所佔的比例上，三國之間則有一致的現象，都明顯地偏重無連結程序的問題。臺灣數學問題的呈現以文字型態為主，芬蘭以數學型態為主，新加坡則兼顧不同型態的呈現。在例題上，臺灣多呈現不同的解題思考與歷程，芬蘭以定義和示範的方式來呈現，新加坡以示範和結構引導的方式來呈現。在練習題上，芬蘭和新加坡設計較多開放性、探索性、和腦力激盪的問題給學生。
The focus of this study was to explore how mathematical problems are presented in the most popular elementary school mathematics textbook series of Taiwan, Finland and Singapore using content analysis. Mathematical problems were the unit of analysis and they were classified based on their cognitive demand and representational form. There was a significant difference in the number of problems presented in the textbooks of these three countries with more problems presented in Finland’s textbooks than in those of Singapore and Taiwan. We found the ratio of different types of problems in the textbooks is similar across the three countries with most of the problems being classified as ‘procedure without connection’ in each country. When the representational form of problems was examined, we found that most problems were presented in a contextual form in Taiwan, but most frequently in a purely mathematical form in Finland. There was balanced arrangement among different representation forms in Singapore. Our analysis of example problems in the textbooks showed that Taiwan’s textbooks usually presented different possible thinking processes and strategies for each example problem, while Finland’s textbooks tended to present examples in a more definitive or demonstrative way. Singapore’s textbooks used a combination of demonstration along with structural guides to present their examples. With regard to practice problems, there were more open, challenging, and explorative problems presented in the textbooks of Finland and Singapore than in those of Taiwan.
期刊論文
1.Boaler, J.、Staples, M.(2008)。Creating mathematical futures through an equitable teaching approach: The case of Railside school。Teacher College Record，110(3)，608-645。  new window
2.Gutstein, E.(2003)。Teaching and learning mathematics for social justice in an urban, Latino school。Journal for Research in Mathematics Education，34(1)，37-73。  new window
3.Perrenet, J.、Taconis, R.(2009)。Mathematical enculturation from the students' perspective: Shifts in problem-solving beliefs and behaviour during the bachelor programme。Educational Studies in Mathematics，71(2)，181-198。  new window
4.Henningsen, M.、Stein, M. K.(1997)。Mathematical tasks and student cognition: Classroombased factors that support and inhibit high-level mathematical thinking and reasoning。Journal for Research in Mathematics Education，28(5)，524-549。  new window
5.Silver, E. A.、Mesa, V. M.、Morris, K. A.、Star, J. R.、Benken, B. M.(2009)。Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification。American Educational Research Journal，46(2)，501-531。  new window
6.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
7.Lloyd, G. M.(2008)。Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials。Journal for Research in Mathematics Education，39(1)，63-94。  new window
8.Tarr, J. E.、Reys, R. E.、Reys, B. J.、Chávez, Ó.、Shih, J.、Osterlind, S. J.(2008)。The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement。Journal for Research in Mathematics Education，39(3)，247-280。  new window
9.鍾靜(20050500)。論數學課程近十年之變革。教育研究月刊，133，124-134。new window  延伸查詢new window
10.徐偉民(20130300)。國小教師數學教科書使用之初探。科學教育學刊，21(1)，25-48。new window  延伸查詢new window
11.徐偉民、林美如(20091200)。臺灣、中國與香港國小數學教科書幾何教材之內容分析。彰化師大教育學報，16，47-73。new window  延伸查詢new window
12.Charalambous, C. Y.、Delaney, S.、Hsu, H. Y.、Mesa, V.(2010)。A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries。Mathematical Thinking and Learning，12(2)，117-151。  new window
13.徐偉民(20110400)。數學課程實施--一位國小資深教師的個案研究。科學教育學刊，19(2)，101-122。new window  延伸查詢new window
14.徐偉民、徐于婷(20091200)。國小數學教科書代數教材之內容分析：臺灣與香港之比較。教育實踐與研究，22(2)，67-94。new window  延伸查詢new window
15.Nicol, C. C.、Crespo, S. M.(2006)。Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials。Educational Studies in Mathematics，62(3)，331-355。  new window
16.徐偉民(20110600)。三位六年級教師數學課程實施之比較。教育研究集刊，57(2)，85-120。new window  延伸查詢new window
17.Remillard, J. T.(2005)。Examining key concepts in research on teachers' use of mathematics curricula。Review of Educational Research，75(2)，211-246。  new window
18.陳仁輝、楊德清(20100200)。臺灣、美國與新加坡七年級代數教材之比較研究。科學教育學刊，18(1)，43-61。new window  延伸查詢new window
19.Son, J. W.、Senk, S. L.(2010)。How reform curricula in the USA and Korea present multiplication and division of fractions。Educational Studies in Mathematics，74(2)，117-142。  new window
學位論文
1.張琇涵(2006)。台灣與新加坡三角函數課程之教科書比較(碩士論文)。國立中央大學，桃園。  延伸查詢new window
圖書
1.陳之華(2010)。成就每一個孩子：從芬蘭到臺北，陳之華的教育觀察筆記。天下雜誌股份有限公司。  延伸查詢new window
2.楊瑞智(2010)。國小數學。新北市：康軒文教事業。  延伸查詢new window
3.楊瑞智(2010)。國小數學。新北市：康軒文教事業。  延伸查詢new window
4.Lee, Y. C.、Yong, Y. S.(2008)。My pals are here! Maths。Singapore：Marshall Cavendish。  new window
5.Ling, L. Y.(2008)。My pals are here! Maths。Singapore：Marshall Cavendish。  new window
6.Peng, K. T.、Keng, T. K.(2008)。My pals are here! Maths 3A。Singapore：Marshall Cavendish。  new window
7.Peng, K. T.、Keng, T. K.(2010)。My pals are here! Maths 3A。Singapore：Marshall Cavendish。  new window
8.Saarelainen, P.(2009)。Laskutaito 3A in English。Helsinki, Finland：WSOY。  new window
9.Saarelainen, P.(2010)。Laskutaito 6A in English。Helsinki, Finland：WSOY。  new window
10.Becker, J. P.、Selter, C.(1996)。Elementary School, Practices。International Handbook of Mathematics Education。Netherlands：Kluwer Academic。  new window
11.Lott, J. W.、Souhrada, T. A.(2000)。As the Century Unfolds: A Perspective on Secondary School Mathematics Content。Learning Mathematics for a New Century。Reston, VA：NCTM。  new window
12.Finnish National Board of Education(2004)。National core curriculum for basic education 2004。Helsinki：Finnish National Board of Education。  new window
13.Willoughby, S. S.(2000)。Perspectives on mathematics education。Learning mathematics for a new century。Reston, VA：National Council of Teachers of Mathematics。  new window
14.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
15.Curriculum Planning and Development Division(2006)。Mathematics syllabus primary。Ministry of Education。  new window
16.OECD(2010)。PISA 2009 results: What students know and can do: Student Performance in Reading, Mathematics and Science。OECD Publishing。  new window
17.Mullis, I. V. S.、Martin, M. O.、Foy, P.、Olson, J. F.、Preuschoff, C.、Erberber, E.、Arora, A.、Galia, J.(2008)。TIMSS 2007 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades。Chestnut Hill, MA：TIMSS & PIRLS International Study Center, Boston College。  new window
18.Organisation for Economic Co-operation and Development(2007)。PISA 2006--Science competencies for tomorrow's world: Volume 1: Analysis。Paris, France：Organisation for Economic Co-operation and Development。  new window
19.王文科(2002)。教育研究法--教育研究的理論與實際。台北：五南。  延伸查詢new window
20.National Council of Teachers of Mathematics(2000)。Principles and standards for school mathematics。Reston, Virginia：National Council of Teachers of Mathematics。  new window
21.Stein, M. K.、Smith, M. S.、Henningsen, M. A.、Silver, E. A.(2000)。Implementing standards-based mathematics instruction: A casebook for professional development。New York, NY：Teachers College Press。  new window
22.黃政傑(1995)。多元社會課程取向。臺北：師大書苑。new window  延伸查詢new window
23.Artzt, A. F.、Armour-Thomas, E.(2002)。Becoming a reflective mathematics teacher: A guide for observations and self-assessment。Mahwah, NJ：Lawrence Erlbaum。  new window
24.National Council of Teachers of Mathematics(1989)。Curriculum and evaluation standards for school mathematics。Reston, VA：National Council of Teachers of Mathematics。  new window
25.王石番(1991)。傳播內容分析法--理論與實踐。台北：幼獅文化。  延伸查詢new window
26.Wiske, M. S.(2005)。Teaching for understanding with technology。San Francisco, LA：Jossey-Bass。  new window
其他
1.Pehkonen, E.(2007)。Problem solving in mathematics education in Finland，https://www.unige.ch/math/EnsMath/Rome2008/WG2/Papers/PEHKON.pdf。  new window
圖書論文
1.Perkins, D. N.(1998)。What is understanding?。Teaching for understanding: Linking research with practice。San Francisco, CA：Jossey-Bass。  new window
2.National Research Council(2004)。Framework for evaluating curricular effectiveness。On evaluating curricular effectiveness: Judging the quality of K-12 mathematics evaluations。Washington, DC：National Academies Press。  new window
3.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
4.Anderson, C. W.(2003)。How can schools support teaching for understanding in mathematics and science?。Transforming: how schools and districts can support change。NY：Teacher College。  new window
5.Lesh, R.、Post, T.、Behr, M.(1987)。Representations and translations among representations in mathematics learning and problem solving。Problems of Representation in the Teaching and Learning of Mathematics。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
6.歐用生(2000)。內容分析法。教育研究法。臺北市：師大書苑。  延伸查詢new window
7.Grouws, D. A.、Smith, M. S.、Sztajn, P.(2004)。The preparation and teaching practice of U. S. Mathematics teachers: Grades 4 and 8。The 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress: Results and interpretations。Reston, VA：NCTM。  new window
8.Hiebert, J.、Grouws, D. A.(2007)。The effects of classroom mathematics teaching on students' learning。Second handbook of research on mathematics teaching and learning。Charlotte, NC：Information Age Publishers。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：634（臺灣：629，外國：5） ／ 本年度總使用人次：1520404 ／ 訪客人次（自102年09月）：67331853
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上