Dissertations / Theses on the topic 'Textbook Division'

The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.

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A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.
This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.

Orientador: Odil José de Oliveira Filho
Banca: Vera Teixeira de Aguiar
Banca: Maria de Lourdes Zizi Trevisan Perez
Banca: João Luís Cardoso Tápias Ceccantini
Banca: Juvenal Zanchetta Júnior
Resumo: A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.
Abstract: This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.
Doutor

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
103
The purpose of this study is using a textbook-based design to explore a prospective teacher’s fraction division teaching knowledge. The data is collected through a semi-structure interview with video and sound recording, providing a description for the prospective teacher participant’s professional knowledge regarding fraction division teaching from two aspects: Mathematical Content Knowledge and Mathematical Pedagogical Content Knowledge. I. Mathematical Content Knowledge In faction division teaching, here’s Hui-hui’s knowledge about students: she believes that in all sorts of fraction division problems, students are able to solve the problems by reducing fractions to the similar denominator, and carefully describe the differences between other solutions depending on context; she ascribes students’ mistakes to being influenced by fractional addition and multiplication, erroneous usage of invert-and-multiply algorithm, not comprehending the meaning of the questions, and confusion of units; she is capable of explaining students’ thinking of different solutions in the same topic. II. Mathematical Pedagogical Content Knowledge In faction division teaching, here’s Hui-hui’s knowledge about curriculum and teaching: she discerns the activity’s objective from the questions in the textbook and proses the pedagogical key points, and considers the arrangement of questions in the textbook intentionally and arranged from easy to difficult, therefore all of the problems listed in the textbook should be instructed and the order of these problems should not be changed; she believes that based on the remaining time of the class, teachers should be focused on utilizing the teaching objectives to pose computational problems or word problems to evaluate the students; she considers most of the representations in the textbook correspond to the questions listed in it, a few unlabeled parts can be achieved through classroom discussions; facing student misconceptions in different situations, she would restate the concepts by providing illustrations or encourage students to discover errors through guided dialogues.

碩士
國立臺北教育大學
課程與教學研究所
102
This study of two elementary school teachers uses the participant observation method. Through the subject teacher’s interpretation of the mathematics textbooks on fractional division, this study investigates the approach to teaching fractional division from the perspective of the students’ learning characteristics and the teaching of the teaching material. From the perspective of the students’ learning characteristics: With fifteen years of teaching experience, teacher A is familiar with the students’ prerequisite knowledge for fractional division. She believes that the problem-posing semantic structure and numerical form has different degrees of impact on the student’s ability to solve the problem. She points out the following common mistakes and misconceptions when students are learning about fractional division: confusion about dividend and divisor, incorrect use of procedures, and wrong determination of the units for the remainder. Teacher B is not familiar with the students’ prerequisite knowledge and can only make assumptions. She believes that the problem-posing situational structure and numerical form has different degrees of impact on the student’s ability to solve the problem. She points out the following common mistakes and misconceptions when students are learning about fractional division: wrong determination of the units for the remainder and unit conversion errors, failure to understand the problem, and calculation errors. From the perspective of the delivery of teaching material: Teacher A is able to assess the activities and problem-posing in the textbook. When she delivers the textbook’s contents, her teaching strategy involves asking the students to understand the problem semantics, to come up with the mathematical expressions, to learn the concepts through practice and small group discussion, and to lead the student to think about the significance of the numbers to check whether the answer is reasonable. She can determine how to use the textbook based on the representation form. Teacher B thinks that she cannot determine whether the concepts and layout of the textbook are correct. She believes that the layout of the textbook matches her teaching method. When she delivers the textbook’s contents, her teaching strategy involves She uses didactic teaching when delivering the contents of the textbook, employing strategies such as actual demonstration, circling of key words, and numbers simplification. She uses the textbook representations directly.

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
102
This research presents the process of concept mapping to illustrate the teaching material structure and the teaching material process of integer division concept of three elementary school mathematics textbooks (A, B, and C) for the 2nd and the 3rd grades. The teaching material structure is compared with the Curriculum Guideline which is issued by the Ministry of Education (MOE) in 2008 and the teaching material process is to analyze the representation and types of problems. The findings of this study are as follows: The version A stresses the concepts of unit quantity, unit number and wholes during the activities of sharing. It also emphasizes the use of operation and iconic representations while solving partitive or quotitive division problems. Besides, the question type of the version A is division equation filling formula, which is easier for students to find answers and solve multiplication and division problems The version B is using series of problems to provide students with the opportunities to experience the unit quantity’s variation when the unit number changes and vice versa. In addition, by using series of problems, the version B connects division and quotitive division problems or connects multiplication and division problems. Besides, the version B emphasizes the connection between the calculate form records and the mental calculation methods. This is a path to connect new concepts with the old relevant ones. The version C is lack of concepts of equal-division and often declares result directly. For example, the definition of odd numbers or even numbers, the concept of that the remainder is less than the divisor, and also the concept such as “A is divisible by B” or “A divides B”, etc. Moreover, the version C emphasizes the conception of the “X is how many times of Y” and applies it to solve division, quotitive division problems and the multiplication and division word problems.

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
100
The study is aimed to explore the difference of teaching materials of decimal division in the textbook of elementary schools in the versions of Kangxuan, Taiwan and Peking University, China. The study finds: Taiwan drives the motives with front page and then enters the unit activities from life issues or mathematics history, making students understand mathematics questions from life. China names teaching activities in lifestyle method to arouse students’ learning interest. In terms of content proportion, Chinese version has a mass of questions for students to get familiar with the math questions after teaching activities and main unit of decimal division. In terms of subject proportion, both Taiwan and China use most the subject of decimal divided by decimal in the subject proportion, valuing the influence of the movement of decimal point on division answer. In terms of arrangement vein, the teaching sequence is decimal dividing integer, integer dividing integer (quotient is decimal), integer dividing decimal and decimal dividing decimal and the teaching materials are gradually more difficult and content wider. Taiwan uses life questions to makes students get familiar with math questions from life. Taiwan combines connective knowledge with conceptual knowledge and program knowledge to solve the questions while China lays emphasis on the calculating ability in question assignment. In the Chinese decimal division textbook, divisor can be aliquot in the teaching flow chart of decimal dividing integer, integer dividing integer (quotient is decimal), integer dividing decimal and decimal dividing decimal. There is no discussion on how to deal with the location of decimal point of remainder when the remainder is not zero. In the teaching flow chart of indivisible decimal division, the concept of circulating decimal is understood from the algorithm of multiplication. In the teaching structure chart of decimal division, the dealing method of decimal point of remainder is added in the teaching flow chart of integer dividing decimal and decimal dividing decimal. In the teaching flow chart of indivisible decimal division, there is no limitation on the understanding of concept of circulating decimal.

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
99
Abstract This study employs the content analysis method to discuss the differences of the organized layouts, the activity-based examples, the follow-up problem posing and the introduction style of reciprocal multiplication algorithms between the Taiwanese Hanlin and the American Everyday Mathematics versions of fraction division. The results show as follows: I. The differences of the organized layouts between the two versions are as follows. (1) The corresponding fraction division indicators of the two versions are both set for the sixth grade. However, the content of the EM version is distributed at the fifth and the sixth grades with the spiral mode. The content of the Hanlin version is distributed mainly at the sixth grade with the block structure. (2) The pre-experience teaching material of the two versions has the same grade distribution, but the EM version has stronger connections between the pre-experience and the fraction division units. (3) As for distinguishing the fraction division activities between two versions, it seems that they have different foundations. The content of Hanlin version distinguishes from the numeral types of dividends and divisors and whether the denominators are the same. (4) The two versions have different activity orders of “If the Quotient Is an Integer, the Remainder Shouldn’t Be Zero” and “If the Quotient Is a Fraction, the Remainder Should Be Zero”. The activity order of the EM version is accordance with the respective of related literature. II. The differences of the problem posing of activities between the two version show as follows. (1) The corresponding indicators of the two versions are different. The Hanlin version has incomplete problem posing and detailed catalogues. (2) The two versions also have different problem posing types. The content of Hanlin version is mainly full of the literal questions. However, The EM version has more calculation questions. (3) The two versions have different problem posing contexts. The Hanlin version has diversified sorts of contexts, and the EM version includes division context. III. The differences of the introduction styles of reciprocal multiplication algorithms between the two versions are as follows. (1) The connection styles of reciprocal multiplications and divisions with the same denominator are different between the two versions. The mathematical derivation of reciprocal multiplication in the Hanlin version is calculated by divisions with the same denominator. The EM version only explains the answer to be the same between the two derivations. (2) The functions of reciprocal multiplication are different for the two versions. The Hanlin version aims to illustrate the whole calculating process, but the EM version only shows the result. (3) The pre-experiences of reciprocal multiplication are different between the two versions. The Hanlin version includes the implications of integer division, reduction and expansion of fraction and multiplication of fraction. The EM version has five rules such as multiplication of fraction（ , and may be any numbers expect 0）, reciprocals(if , then and are reciprocals) and so on. The study finally addresses some suggestions to the design of fraction division, Mathematics teachers, the textbook editors and the future research.

碩士
銘傳大學
教育研究所碩士在職專班
95
The main purpose of this research is to investigate the problems of mathematical curriculum articulation. The subject is to offer a solution for grade six students who use Knsh materials in the elementary school in 2006. Documentary analysis and action researches are performed to collect data. According to the data analysis and discussion, the results are concluded. This study was describes a teacher’s teaching process on grade six fraction. The dilemma of teaching and its solution were studied in this case, and furthermore, factors affect a teacher’s teaching strategies and her self-reflections were also studied. The target of this study was the teacher’s class. The content of teaching covered one unit under the topic of “division of fractions” that is taught in Kang Hsuan mathematic material the 11th edition. The reflections shown in the report from three levels of the procedure are (1)the action and reflection before teaching, (2)practicing at teaching sense, and (3)the reflection after teaching. The teacher’ s strategies of action included analyzing teaching material, collecting and studying students’ solution records, inditing notes for reflecting and interviewing students. The teacher will also derive a concrete teaching strategy after discussing fraction teaching cases with professors, analyzing the teaching material, collecting and analyzing students’ solution records. Based on the results shown from above, this research will provide some suggestions to the authority of education, the publishers of textbooks, teachers, and researchers related to mathematical curriculum articulation.

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
100
A comparative study of fraction division materials content analysis of mathematics textbooks in Taiwan and China Abstract The purpose of this study is to explore how the mathematics textbooks of Taiwan and China present and develop the fraction division concept. Selected objects are ”Kang Hsuan” version from Kang Hsuan Educational Publishing Group, Taiwan and “Bei-Shi-Da ”version from Beijing Normal University Publishing Group, China. Adopting content analysis, making use of “question” as basic unit and concept map and table analysis of categorized items the tools, the study explored the relevant differences between Taiwan and China on the facets of: instruction objectives, instruction proportion, problem posing situation and knowledge attribute, and the gap between print layout and concept embedded design. Study results suggested: 1.The instruction objectives of both teaching materials were edited following curriculum guidelines respectively, but with different presentation approaches. 2.In terms of instruction proportion, “Kang Hsuan” version is greater than “Bei-Shi-Da” version. 3.“Kang Hsuan” version has more situation questions than “Bei-Shi-Da” version, but those situation questions in “Kang Hsuan” version are kind of similar ; whereas “Bei-Shi-Da” version has lower proportion of the numbers of situation questions, yet the types of its situation questions are more diverse, and even link to knowledge of other areas. 4.In respect of conceptual and question-solving knowledge, “Kang Hsuan” version has higher ration, but it yields to its counterpart in terms of procedural knowledge ratio. 5.“Kang Hsuan” version has clearer and friendlier print layout. 6.The two versions have abundant common concepts of fraction division; yet due to different concept unfolding sequences, there are great differences in the problem solving strategies between the two versions as a result. 7.The two versions derive fraction division algorithms from different view-points. “Kang Hsuan” version uses common denominator and unit transforming operations, whereas “Bei-Shi-Da” version adopts intuitive models. 8.The two versions use different approaches to solving math word problems. Keywords: Fraction-divison algorithm, content analysis, teaching material structure diagram, teaching flow chart, knowledge attribute, problem posing situation

碩士
國立高雄師範大學
性別教育研究所
96
Abstract Following the evolution of the society, multicultural families are more general, and gender relationship in family is also changed. As to children in elementary school, family is the most important living field, issues occurred in family tightly correlated with their daily life. Therefore, do the textbooks used in elementary school reflects the society status? And do it tells multicultural family types and divisions of domestic labor? It becomes a critical issue. The primary purpose of this study is to analyze family type and divisions of domestic labor observed in second grade mandarin language textbooks of elementary school. The adapted research method is content analysis, accompanied with discourse analysis and interviews. The focus of this study includes: 1. What kind of family type presented in textbooks? Do they present diversity? 2. How textbooks describe “family” and divisions of domestic labor in family? How teachers explain concept of family in textbooks? After scrutiny analysis of textbooks and interview with teachers, it is concluded as followings: Firstly, textbooks correlates closely with “family”, the family type appeared are those of nuclear families; secondly, the families presented in textbooks are all happy nuclear families, they are norms of love and merit; thirdly, the image of family members clearly show the problems of gender stereotype and gender polarity; fourthly, textbooks present paternal family pattern; fifthly, minority families rarely mentioned in textbooks; finally, teachers agreed to add topics of multicultural family in textbooks, but apparently with worry and caution.

碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
102
The main purpose of this study analyzed fraction division of four elementary mathematics textbook publishers (A, B, C, D) 2000 curriculum guidelines and 2003 curriculum guidelines, aims to analyze the different versions fractional division between content structure and the problem of presentation. This study used content analysis to concept map and problem analysis category as a tool to compare various versions of textbook problems within. The research results are as follows: 1. A content framework Aside from 92A, all the other versions in 2000 and 2003 start from "fractions divided by integrals" for beginners, but subsequent content varies. Due to the diversities of patterns in fractional division, the differentiation is also distinctive. Most of examples are the context of partitive, measurement and seeking multiple, the type of representation is different. Owing to the 92-year version of the syllabus added instructions of category, the 92 edition emphasizes on "the factional division with remainder "more than the 89 edition. On the whole, the design of the framework on the unit "integer divided by the fraction" and the unit "multiplicative inverse" would definitely influence the development of learning. the unit "fractions divided by fraction (by different denominators)" mostly introduces by “fractions divided by fraction (by same denominators) ", and then invert-and multiply algorithm introduced the concept of symbolic representation. 2. The problem of presentation Most examples of two periods of "half worked-out"; illustrative context questions majority; edition "the type of representations," 89 more emphasis on verbal representations and pictorial representations, version 92 is more emphasis on symbolic representation; mostly "numerical answer only"in. Each version of the exercises are biased towards purely mathematical context questions " numerical answer only " in. Comparative analysis of fractional division last hope through textbooks, teachers fractional division to facilitate teaching and help students learn the concept of fractional division.

碩士
國立臺中教育大學
教育學系
98
This study was to explore sixth-graders’ comprehension on different types of word problems of multiplication and division of fractions (MADOF). This study first identified the types of word problems used in mathematics textbooks and then examined the relationship between word-problem types and students’ comprehension of word problems. By content analysis, the researcher studied three visions of primary school mathematics textbooks and workbooks used in 2008 school year, and then identified word-problems types presented in them. Word problems of MADOF were categorized into different types by the explicitness of reference whole, forms of measurement units, presence of key-words in problem statements, forms of anaphora, and the narrating order in word-problem of quantity comparison. The word problems were then used in two sixth-graders’ interview to explore their comprehension. Based on the results of interviews, three major findings of this study were as follows: 1. Word-problem statements of MADOF with/without requirements of students’ judgment on reference whole closely related to students’ comprehension of the problems. 2. Word-problem statements of MADOF with known/ unknown reference whole closely related to students’ comprehension of the problems.. 3. The narrating order of assignment and relation in the quantity- comparison problems did not seem to relate to sixth-graders comprehension of the problem. Finally, implications of the findings of this study were discussed, and recommendations were made to textbook editors and researchers.