國小低年級數學加減文字題教科書內容分析

本研究主要探討數學教科書中低年級的加減文字題教材，歸納與分析不同版本間的各類型文字題，比較它們在類型、數量、難易度及解題運思、解題策略上的編排情形。依據內容分析結果，研究者發現如下：（一）各版本文字題之各類型題數在教科書中的數量多寡恰與學生解題表現結果相呼應。（二）教材難度上，部編版最難，南一版次之，康軒、翰林版較簡單。偏難的教科書內容題型分佈廣；偏易的教科書內容題型分布較少變化。（三）各版本教材編排符合學童解題發展層次，其中部編版解題策略陳述較簡單；康軒、南一版強調算式的口述溝通活動，翰林版解題活動則較敘述詳盡。透過研究發現，研究者期望能提供教師統整參考，引導學生多元的溝通解題過程，進而在教學上提升學生的數學能力。

關鍵字

加減文字題；教科書內容分析；國小數學

並列摘要

This study focused on math textbooks students in addition and subtraction word problem teaching materials, and analysis of various types of Word problems in different versions, in type, quantity, degree of difficulty and problem-solving thinking, problem solving strategies on presentation of content. Based on content analysis of results, the findings were as follows: (一) all versions of a different type of Word problems in textbooks, the number of students in solving performance resulted. (二) Teaching material difficulty, the Education Ministry-edited textbook relative difficulty of a higher, Nan-Yi of a second, Kang-Hsuan and Han-Lin is simpler. Relatively difficult types of textbook content widely distributed, easy question types of textbook content distribution less variation. (三) The version of the textbook layout in line with the students solve development hierarchy, the Education Ministry-edited arranged problem solving strategies description too simplistic, Kang-Hsuan, Nan-Yi emphasised on oral communication and problem solving processes formula activities, Hanlin version of problem-solving activities were more detailed narrative. word problems through the analysis of textbooks, the researchers hope to provide teachers to integrating information, communication and problem-solving to guide students to diverse process, and then in teaching to enhance students math skills.