● 教學進度(Syllabus)
<br>Topic 1. 課程的發展與設計
<br>Topic 2. 課程的相關研究
<br>Topic 3. 課程標準的過去、現在與未來
<br>Topic 4. 美國數學課綱與台灣數學課綱之比較
<br>Topic 5. 芬蘭教科書的比較與分析
<br>Topic 6. 美國教科書的比較與分析
<br>Topic 7. 新加坡的教科書比較與分析
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<br>● 參考書籍(References)
<br>1. Thompson, D. R., Usiskin, Z. (2014). Enacted mathematics curriculum. 
<br>Charlotte, NC:Information Age Publishing
<br>2. S&#225;nchez Aguilar, M., & Castaneda, A. (2020). A foucauldian analysis of 
<br>representations of mathematicians in lower secondary mexican mathematics 
<br>textbooks. International Journal of Science and Mathematics Education, 18(4), 
<br>753-770. doi:10.1007/s10763-019-09986-z
<br>3. Males, L. M., & Setniker, A. (2019). Planning with curriculum materials: 
<br>Interactions between prospective secondary mathematics teachers’ attention, 
<br>interpretations and responses. International Journal of Educational Research, 93, 
<br>153-167. 
<br>4. O’Halloran, K. L., Beezer, R. A., & Farmer, D. W. (2018). A new generation of 
<br>mathematics textbook research and development. ZDM, 50(5), 863-879. 
<br>doi:10.1007/s11858-018-0959-8
<br>5. 徐偉民. (2013). 國小數學教科書數學問題類型與呈現方式之比較分析—以臺灣、芬蘭、新加坡為
<br>例. 科學教育學刊, 21(3), 263-289. 
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<br>● 教學方式(Teaching Method)
<br>講述、討論、學生報告
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<br>● 成績考核(Evaluation)
<br>1. 上台報告
<br>2. 課堂參與
<br>3. 作業
<br>4. 期末報告
<br>