A Comparative Study Of The Contents Of The Triangle Of Mathematics Textbooks In China And Australia

International comparisons in mathematics education has become an important topic, which has attracted the attention of scholars at home and abroad. And comparison on textbooks is a hot topic. As the core teaching material of a course, the textbook plays an important role in mathematics teaching and learning. Therefore, to understand the difference in the content and the method between different countries textbooks is very important. Despite the existing large amount of books and papers on textbook comparison, nobody has done any research on the comparison of trigonometry in textbooks between China and Australia.Breaking through from this point, this paper compares the module of trigonometry in different versions of math textbooks between China and Australia. The research is done from the overall structure of the textbooks、the selection and arrangement of the content、the content presenting feature and the exercise settings. The study has shown that:(1) judging from the overall structure, SJB textbook is more informative, and there are notes on the left and right sides of the page to attract the attention of students.(2) judging from the selection and arrangement of the content, SJB textbook contains more knowledge, more in depth excavation. And the content arrangement of IBID textbook is helpfull to the student’s learning.(3) judging from the content presenting feature, there are differences in “explanation” “examples” “chart” and “summary”. SJB textbook focuses on methods of mathematical thoughts and the generalization and summation of the knowledge, while IBID textbook focuses more on the visual images and the application of information technology.(4) judging from the exercise settings, two textbooks are purely mathematical exercises mainly and “answer and mathematical sentence” is the most common type of response. SJB textbook has a small number of exercises, but rich in the kinds. IBID textbook has more exercises and highlights the levels.According to the conclusions, the author offers some specific suggestions on the content compiling of trigonometry to the SJB math textbook:(1) Adjust the trigonometry content order to reinforce the connections between junior high school and high school knowledge;(2) Make the trigonometry content more interesting and more vivid;(3) Give more examples of the use of information techology;(4) Increase the number of exercises appropriately and highlight the levels.