課程內容：
<br>
<br>主題一：課程綱要的發展與重要性
<br>
<br>教學說明：簡介數學課程發展的主要概念，並探究這些概念對於數學課程形成的影響為何。
<br>
<br>Reference：
<br>
<br>1.數學課程發展概念(Eisner & Vallance, 1974)
<br>
<br>2.數學課程發展的概念以及歷史背景(Howson, Keitel, & Kilpatrick, 1981)
<br>
<br>主題二：台灣不同時期的數學課程綱要＆美國數學課程的分析比較
<br>
<br>教學說明：瞭解台灣不同時期的數學課程綱要與美國NCTM的數學課程內涵。藉由分析比較不同時期
<br>的數學課程以及美國NCTM數學課程，讓修課學生對數學課程有深入的體認。並進一步探討課程的變
<br>化對教科書編排、學校教學、以及學生學習可能造成的影響
<br>
<br>Reference:
<br>
<br>九年一貫數學正式課程綱要及暫行課程綱要(教育部,民92,民96)
<br>NCTM的課程大綱(NCTM, 1989, 2000)
<br>TIMSS的數學課程比較(W. H. Schmidt, McKnight, Valverde, Houang, & Wiley, 1996)
<br>
<br>
<br>主題三：為什麼要研究教科書？教科書與課程目標、實際教學、與學生學習的關係
<br>
<br>教學說明：介紹教科書與課程大綱、教學之間的關係。並由Stein, Smith, Henningsen and 
<br>Silver發展MTF fr<x>amework (mathematical tasks fr<x>amework),提出教科書中的數學試
<br>題
<br>(tasks)對於數學教學以及學生學習的影響。
<br>
<br>Reference:
<br>
<br>教科書、課程、教學的關係研究(Mesa, 2004)
<br>MTF架構圖(Stein & Smith, 1998; Stein, Smith, Henningsen, & Silver, 2000)
<br>
<br>
<br>主題四：教科書的分析方法
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<br>教學說明：教科書分析與教學、學生的關係背後存在著不同假設原則。比如說：有些學者認為教科
<br>書握有決定學生的學習成效大權。但另一派學者則是認為教科書與學生學習的相關不高。第三派學
<br>者綜合的看法則是認為教科書對於學生的學習乃是機會論取向。如何思考教科書與教學、學習的關
<br>係為本主題的重點教學。另外，介紹教科書試題(tasks)的分析架構，讓學生有機會以實際的教科
<br>書內容，進行課堂上的分析討論。
<br>
<br>Reference:
<br>
<br>提供教科書分析方法的綜論(Charalambous, Delaney, Hsu, & Mesa, Under Review)
<br>數學試題的認知負荷分析Mathematics Tasks Guide (Stein et al., 2000)
<br>教科書表達的聲音Voices of textbook(Herbel-Eisenmann, 2007)
<br>
<br>
<br>主題五：國際間的教科書比較
<br>
<br>教學說明：另一項教科書的研究趨勢是國際課程/教科書的比較。藉由國際間的比較，提供瞭解各國
<br>的數學教育的基準。此主題除了介紹這些比較研究之外，同時也探究這些研究使用哪些分析架構來
<br>比較不同國家的教科書。課堂上也會選取下列研究中的某一分析工具，再以手邊實際的教科書進行
<br>分析討論。
<br>
<br>Reference:
<br>
<br>美國和蘇聯國小文字題(word problem)的比較研究(Stigler, Fuson, Ham, & Kim, 1986)
<br>中國、日本、台灣和美國比與比率的比較研究(Lo, Cai, & Watanabe, 2001)
<br>美國與中國數學問題(problem)的比較研究(Li, 2000)
<br>賽普魯斯、愛爾蘭、與台灣分數加法的比較研究(Charalambous et al., Under Review)
<br>英國、法國、與德國的教科書分析(Haggarty & Pepin, 2002)
<br>TIMSS參與國家教科書分析(Howson, 1995; W. Schmidt, McKnight, Valverde, Houang, & 
<br>Wiley, 1997)
<br>
<br>
<br>主題六：教師如何使用教科書與教學指引
<br>
<br>教學說明：本主題關注教師如何在課室裡使用教科書以及教學指引。並進一步探討教科書與教學指
<br>引的使用是否影響教師的教學品質以及學生的學習成果。
<br>
<br>1.教師使用數學課程的主要概念探討(Remillard, 2005)
<br>
<br>2.教師如何使用教學指引來設計教學(Castro, 2006)
<br>
<br>參考用書
<br>Castro, A. M. (2006).Planning for mathematics instruction: A study of the 
<br>teacher guides as a resource.(Doctoral), University of Michigan, Ann Arbor.
<br>
<br>Charalambous, C. Y., Delaney, S., Hsu, H.-Y., & Mesa, V. (Under Review). A 
<br>comparative analysis of the addition and subtraction of fractions in textbooks 
<br>from three countries.Journal for Research in Mathematics Education.
<br>
<br>Eisner, E. W., & Vallance, E. (1974). Five conceptions of curriculum: Their 
<br>roots and implications for curriculum planning. In E. W. Eisner & E. Vallance 
<br>(Eds.),Conflicting conceptions of curriculum(pp. 1-18). Berkeley: McCutchan.
<br>
<br>Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and 
<br>their use in English, French and German classrooms: who gets an opportunity to 
<br>learn what?British Educational Research Journal, 28(4), 567-590.
<br>
<br>Herbel-Eisenmann, B. A. (2007). From intended curriculum to written curriculum: 
<br>Examining the "voice" of a mathematics textbook.Journal for Research in 
<br>Mathematics Education, 38(4), 344-369.
<br>
<br>Howson, G. (1995).TIMSS monograph No. 3: Mathematics textbooks: A comparative 
<br>study of grade 8 texts. Vancouver, BC: Pacific Educational Press.
<br>
<br>Howson, G., Keitel, C., & Kilpatrick, J. (1981).Curriculum development in 
<br>mathematics. Cambridge: Cambridge University Press.
<br>
<br>Li, Y. (2000). A comparison of problems that follow selected content 
<br>presentation in American and Chinese mathematics textbooks.Journal for Research 
<br>in Mathematics Education, 31(2), 234-241.
<br>
<br>Lo, J.-J., Cai, J., & Watanabe, T. (2001).A comparative study of the selected 
<br>textbooks from China, Japan, Taiwan and the United States on the teaching of 
<br>ratio and proportion concepts.Paper presented at the Annual Meeting of the 
<br>North American Chapter of the International Group for the Psychology of 
<br>Mathematics Education.
<br>
<br>Mesa, V. (2004). Characterizing practices associated with functions in middle 
<br>school textbooks: An empirical approach.Educational Studies in Mathematics, 56, 
<br>255-286.
<br>
<br>NCTM. (1989).Curriculum and evaluation standards for school mathematics. 
<br>Reston, Virginia: The National Council of Teachers of Mathematics.
<br>
<br>NCTM. (2000).Principles and Standards for School Mathematics. Reston, VA: 
<br>National Council of Teachers of Mathematics.
<br>
<br>Remillard, J. (2005). Examining key concepts in research on teachers’ use of 
<br>mathematics curricula.Review of Educational Research, 75(2), 211-246.
<br>
<br>Schmidt, W., McKnight, C., Valverde, G., Houang, R., & Wiley, D. (1997).Many 
<br>visions, many aims: A cross-national investigation of curricular intentions in 
<br>school mathematics(Vol. 1). Dordrecht: Kluwer.
<br>
<br>Schmidt, W. H., McKnight, C. C., Valverde, G., Houang, R. T., & Wiley, D. E. 
<br>(1996).Many visions, many aims: A cross-national investigation of curricular 
<br>intentions in school mathematics(Vol. 1). Dordrecht: Kluwer.
<br>
<br>Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a fr<x>amework for 
<br>reflection: From research to practice.Mathematics Teaching in the Middle 
<br>School, 3, 268-275.
<br>
<br>Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000).Implementing 
<br>standards-ba<x>sed mathematics instruction: A casebook for professional 
<br>development. New York, NY: Teachers College Press.
<br>
<br>Stigler, J. W., Fuson, K. C., Ham, M., & Kim, M. S. (1986). An analysis of 
<br>addition and subtraction word problems in American and Soviet elementary 
<br>mathematics textbook.Cognition and Instruction, 3(3), 153-171.
<br>
<br>教育部. (民92).九年一貫課程數學領域綱要. 台北市: 作者.
<br>
<br>教育部. (民96).九年一貫課程數學領域綱要（修訂草案）. 台北: 作者.
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<br>成績考核：
<br>一、紙筆評量(0%)
<br>二、表現評量(70%)
<br>(說明： 1．期末報告 2. 課堂案例分析與報告))
<br>三、上課參與(30%)
<br>(說明： 上課參與討論及出席率)
<br>