| dc.description.abstract | The purpose of this study is to analyze the proportional units in the textbooks of grades 5 to 9 in Taiwan and 6 to 8 in United States to understand the differences in the writing of the two editions of textbooks.
The quantitative study of this study found that in terms of teaching examples, the difference in the number of questions between the two editions was not obvious, but in the after-class practice, the United States version obviously had more questions, providing students with more opportunities to practice. The total number of questions in the Taiwan version of the proportional curriculum at the primary level is biased towards the situation of non-situational questions, but because the number of questions is relatively small, it may reduce the opportunity for proficient practice. In the whole scale unit, the distribution of situation types in the United States version of after-school exercises is similar to that in Taiwan, but the distribution of situation types in the two versions of teaching examples is significantly different, the distribution of teaching examples in Taiwan is more focused on no situation and personal situation, while the distribution of teaching examples in United States version is most in personal situation, followed by social and professional situation.
The qualitative analysis shows that the difference between the content arrangement of the two editions is that the United States version pays more attention to the problem orientation, while the Taiwan version pays more attention to the description of prior knowledge and definitions. In terms of links and articulation between units in the United States version, the coherence between knowledge is emphasized through indexes and core standards, which helps students form a more complete understanding; Due to the deletion of the sixth-grade proportional unit from the new Taiwan version of the syllabus, the researchers discussed the sixth-grade proportional content of the old Taiwan version of the syllabus, and believed that the sixth-grade did not propose a proportionality, which may make students lose the opportunity to learn. Finally, the similarities and differences in the content of the two versions of the Taiwanese and American proportional courses are mainly reflected in the unit placement, specific content and teaching focus.
At the end of this article, a simplified classification of ＂21st Century Skills＂ of the Taiwan edition of the scale unit is applied, and a comparison is made with the scale unit of an IB textbook in the literature. The researchers hope that the results of this study can provide some reference for future proportional curriculum designers, and hope that it will be helpful for the teaching material design of proportional units in primary and secondary school mathematics textbooks in Taiwan. | en_US |