• 作者： 楊德清、陳仁輝
• 作者服務機構： 1國立嘉義大學數學教育研究所　2嘉義市蘭潭國中
• 中文摘要： 本研究旨在探討美國「情境數學」(Mathematics in Context)、新加坡「新課程數學」(New Syllabus Mathematics)與臺灣九年一貫「部編版」(Mathematics Official Textbook)等三個數學教材中七年級代數課程發展數學能力方式之差異性比較。本研究選取上述三套教科書，並以質性之內容分析法進行分析。研究結果顯示，「部編版數學」的知識內容最廣，偏重程序性知識的精熟，循Polya的解題方式，發展數學能力；「情境數學」則藉由情境學習促進學生建構概念性的理解，以科技輔助運算，發展多元策略以提升數學能力；「新課程數學」主張代數的工具性角色，強調精熟學習。
• 英文摘要： The purpose of this study was to compare the methods by which textbooks on algebra develop 7th-graders' mathematical ability between the Mathematics Official Textbook (MOT) in Taiwan, Mathematics in Context (MiC) in the U.S.A., and New Syllabus Mathematics (NSM) in Singapore. The above three different textbooks were selected for this study, which involved a qualitative method of content analysis. The results of the study show that the mathematical content knowledge of MOT is the deepest among the three different textbooks, through highlighting procedural knowledge via practice and following the model of Polya to develop students' mathematics ability. The MiC focuses strongly on conceptual understanding using multiple strategies, technologies and contexts. The NSM puts more emphasis on learning procedures through practice.
• 中文關鍵字： 代數、情境數學、教科書、部編數學、新課程數學
• 英文關鍵字： Alegebra, Developing Mathematical Ability, Mathematics Textbooks, Cross Cultural Comparison of Mathematics Textbooks