| dc.description.abstract | This study employs content analysis to investigate the functions units in the ＂Lambacher Schweizer Mathematik＂ mathematics textbooks for grades 6 to 8 in Germany. The analysis focuses on the ＂proportion of textbook content pages,＂ ＂proportion of the number of units,＂ ＂proportion of the number of teaching examples,＂ ＂cognitive demand levels of teaching examples,＂ the ＂sequence of teaching materials in the functions unit,＂ and the ＂connections between other units and the linear functions unit.＂ The research scope starts from the introduction of function concepts up to the formal teaching of linear functions, excluding the formal teaching units of quadratic functions. To facilitate readers′ understanding of the characteristics of the German LS edition textbooks, a comparison is made with the Taiwan H edition textbooks.
The research results indicate that in terms of the ＂proportion of textbook content pages,＂ the functions content in the German LS edition accounts for 18.3% in the 8th grade, with an overall proportion of 6.3%. In terms of the ＂proportion of the number of units,＂ the functions units in the German LS edition account for 21.7%. Regarding the ＂proportion of the number of teaching examples,＂ there are 56 teaching examples in the functions units over the three years. The German LS edition introduces function concept examples starting in grades 6 and 7, with the functions unit formally beginning in grade 8. In the ＂cognitive demand levels of teaching examples,＂ the German LS edition predominantly features procedural calculations without connections, indicating a greater emphasis on developing higher cognitive demand levels. In the ＂sequence of teaching materials in the functions unit,＂ the German LS edition deepens and broadens the basic structure of functions as the grade level increases, emphasizing a spiral curriculum. Regarding the ＂connections between other units and the linear functions unit,＂ the functions units in the German LS edition are linked with units from grades 5 to 8.
In contrast, the Taiwan H edition textbooks only arrange functions units in the 8th grade, with a higher proportion of pages but a lower proportion of units. The cognitive demand levels primarily involve procedural calculations without connections, with a higher proportion of conceptual understanding questions. The functions units are concentrated in the 8th grade, and the connections between the functions units and other units are distributed across grades 7 and 8. | en_US |