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identifierYP YIX P! P DPl}COMPARATIVE STUDY BETWEEN CURRICULUM AND TEXT BOOKS OF HIGH SCHOOL MATHEMATICS : ESPECIALLY FOR ANALYTICAL CONTENTS OF MATH I1986P!Y YP!
tTŐYP P!YMasterٳ Master's ThesisThe current mathematics textbook has come into use since 1984. It is the new textbook published according to the new curriculum following its fourth revision which has been made effective since 1981.
This study is to see whether the objective and direction of the revised curriculum has been properly aligned and relevantly reflected in the arrangement of the analytical contents when seen through the Mathematics textbook I of mathematical education.
The study is also intended to help how to understand theories and concepts the current five textbooks published each by different authors as The Book I carry in their development of analytical portion. It is further intended to be of some help in conducting a continued study for a newe curriculum and its forthcoming analytical contents by comparing the mutual relations between the new curriculum and present textbook revised on it.
The following is how this study has been conducted:
1) The social and historical background of the mathematics education has been observed and examined to determine what has caused the revision of the current curriculum and its mathematical education as a whole.
2) The subject objective, the collective objective of the mathematics curriculum of the high school mathematics education has been analysed and compared.
3) The education objective of the Book I which has resulted from this fourth revision has been analysed part to part in relation to the collective objective of the mathematical education
4) Unit aims carried in the Book I of mathematics have been analysed and compared among the comparable aims stated in the five textbooks.
5) The guide lines and study contents covered by the Book I have been compared among the comparable ones stated in the five textbooks in the name of the Book I.
The following are the forthcoming results that the above mentioned manner of study has produced:
A. The fourth revision of the mathematics teaching curriculum has re-aligned the whole content toward correcting and improving problems which the third revision had, and has worked out the pruning job of its learning contents down to a proper volume so as not to overburden the students, while striving to maintain throughout all those revision works, its basic concepts of how to modernize the current mathematics education.
B. A through study of the subject aim, the collective objective of the high school mathematics education as a whole has been reflected in the six objectives the mathematics teaching holds in the development of objects, expressions, structures, thinkings, technics and applications.
C. The objectives of the above mentioned six instructions have been analysed and examined according to the teaching objective of the Book I. The frequency is found to be in the order of objects, thinkings, structures, technics, application and expressions. It agrees to the introduction order in learning activity: determine mathematical objects, think and grasp the structures.
D. The functions, exponential and logarithm functions, and trigonometrical functions covered in the five textbooks have been analysed and examined according to the objectives of the above mentioned six instructions. They have proved that they all fit the educational objective of mathematics intended with the Book I.
E. The study contents introduced into the five textbooks have been examined and compared. It has turned< out that there is no great difference in their alignments of the mathematics components, though some slight difference has existed in their was of composing their books.;Ƭ| 1981D 12 31| 4( P!t t P! XX , P 19840 .
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