• 作者： 陳仁輝、楊德清
• 作者服務機構： 1嘉義市立蘭潭國中 2國立嘉義大學數學教育研究所
• 中文摘要： 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。
• 英文摘要： 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.
• 中文關鍵字： 七年級、代數、情境數學、部編數學、新課程數學
• 英文關鍵字： Algebra, Grade Seven, MiC, NSM, OvT