From the perspective of mathematics education, we analyzed curriculum guidelines and revealed how effective course planning can better serve the next generation of students. We compared Taiwan’s current 108 mathematics curriculum guidelines with the 2010 US Common Core State Standards and the Advanced Placement curriculum framework in terms of factors such as objectives and core competencies. The findings highlight the correspondence between the mathematics and information science curricula. Furthermore, the article sheds light on the use of various teaching tools and their effects on mathematics education. Specific examples of machine learning classification models are presented to illustrate the foundational mathematics involved in their implementation.

　　With the rise of the internet and AI, English teachers increasingly use electronic textbooks and digital platforms for instruction. This study examines the usage, teaching benefits, and needs of digital educational resources among elementary school English teachers in Taoyuan City. A self-developed questionnaire was distributed to 238 public elementary-school English teachers online, and 182 were returned, with a response rate of 76.5%. Analysis included descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson correlation coefficient. Key findings include: 1. Teachers primarily use electronic textbooks. New features on digital platforms are either heavily used or not used at all. 2. “Connect” aspect is the most beneficial and in demand; “Reflect” aspect has limited benefits and lower demand. 3. Demand for “Organize” aspect exceeds perceived benefits, while “Extend” aspect is the opposite. 4. Homeroom teachers perceive greater teaching benefits and demand compared to both administrative and subject teachers. 5. Middle-grade teachers use digital educational resources significantly more and find them more beneficial and in higher demand. The perceived teaching benefits and demand are generally lower among senior-grade teachers. 6. Frequency of use correlates positively with both perceived benefits and demands for “supplementary resources.”

　　Critical thinking (CT) is an essential higher-order thinking skill for students. Although numerous Taiwanese studies have focused on the teaching of CT and its association with English , few have investigated its representation in English textbooks. In the present study, content analysis of CT representation in Taiwan’s senior high school English textbooks was performed to determine the extent to which secondary school English textbooks support CT teaching. The 593 questions in the reading sections of the L Book series were used for a case study. Drawing on Bloom’s taxonomy and Taiwan’s English curriculum guidelines, the researcher developed a coding scheme comprising four CT categories—analysis, evaluation, synthesis, and creation —and analyzed how CT was presented within and across textbook volumes. The results indicated that one-third of the questions in the L Book series could enhance students’ CT skills, with analysis and evaluation being the most prevalent categories. Furthermore, a progressive shift from analysis and evaluation to creation was observed across volumes, indicating a cumulative hierarchy in CT development. These findings offer pedagogical insights for senior high school English teachers and textbook publishers regarding the cultivation of CT skills in students and the improvement of English textbook design in Taiwan.

　　The preface, or editorial summary, is a crucial explanatory text at the start of teaching materials, typically written by the editor. It provides essential background on editing objectives, processes, style, and content, holding true for Chinese language teaching materials. As a researcher and editor of Chinese language teaching materials, I recognize the preface's significance. Despite scarce models, it serves as a vital reference for understanding material content, posing challenges in its composition. Extensive research exists on Chinese language teaching materials, but prefaces are understudied, impacting material selection for educators and learners. This study underscores investigating prefaces in Chinese language teaching materials, focusing on genre structure and linguistic features across Taiwan, China, and the United States. Three main steps - introduction, main text, and conclusion - with 22 sub-steps were identified. While main steps are consistent, variations in sub-step composition and positioning highlight considerable flexibility in preface writing. The research aims to provide empirical evidence for comparative preface analysis, offering insights for material selection and preface writing. It significantly contributes to aiding Chinese language educators and learners in material reading and selection while assisting editors in crafting more comprehensive prefaces.