| Secondary school period is a critical stage for students learning mathematics and it’s also a transitional stage which links mathematic knowledge of elementary school to that of high school. In this stage, mathematic learning deepens students’understanding about previous learned knowledge in elementary school. Since students’ learning and teachers’teaching are based on textbook, the way that textbooks designed or present will influence both behaviors. Therefore,it becomes a core issue to analysis the mathematics textbook in mathematics research.Mathematical thinking methods is the core and essence of mathematics while its learning sustains throughout the various grades in secondary school textbooks, It’s also one of the core content of mathematics learning. Meanwhile, the New Curriculum Standard clearly revised existing "two elemental requirements" into "four elemental requirements" which highlights the importance of mathematical thinking methods.As symbolic-graphic combination distributed in various sections of the textbook with mathematical content, accurate understanding its substance and the way it presents in textbook not only will help improving student interests in mathematics but also will improve students’ analyzing and problem solving abilities.Moreover, evaluating the presentation of symbolic-graphic combination thought in mathematics textbook can also provide researchers some prospective suggestions for designing textbooks.First chapter of the paper introduced the origin as well as the significance of the research project. It illustrated the reasons about selecting the theme from four aspects: the New Curriculum requirements, values of the thought of symbolic-graphic combination, problems in today’s teaching about symbolic-graphic combination, the concealment of the mathematical thoughts. This chapter then on the view of teachers’, students’and textbook designers described the practical and theoretical value of this research.The second chapter on the basis of relevant literatures established the evaluation system of evaluating the symbolic-graphic combination thought. The system took the mathematics curriculum criterion for secondary shool, mathematics methodology, cognitive developmental traits of secondary school students and other existing domestic textbook evaluation systems as reference. It contains five level I indicators and 15 level II indicators, the level I indicators including "scientific", "rich", "hierarchy", "innovative","practical". The indicators have been revised by experts for several times whose consistency and weight for each indicator were finally confirmed through ranking methods by experts.The third chapter using the comprehensive fuzzy evaluation method to analyze the textbook. According to the established evaluation system for symbolic-graphic combination thoughts, related content was adapted into a teacher questionnaire and being conducted into research, The survey including questionnaires and interview.30 teachers in total of third grade in a secondary school of SD Province was selected in this research, they were all using the textbooks that designed by Beijing Normal University (BNU). The main objective of the research is to obtain the situation symbolic-graphic combination thoughts in mathematics textbook. Teacher interview were conducted to get more Information. The analyzing outcome of the questionnaire and interviews suggested symbolic-graphic combination in mathematical textbook clearly reflected scientific, creative,practical; then is richness and hierarchy; finally it has some degree of creativity which well fit the requirements of curriculum standards.To verify the results of teachers’investigation, the fourth chapter according to three types of symbolic-graphic combination thoughts analyzed contents that related to symbolic-graphic combination in the textbook of third grade of BNU edition. The abstracting and listing results revealed that the symbolic-graphic combination thoughts in general meet the requirements of five level I indicators, and the traits of scientific, creativity and practical are especially evident.The fifth chapter have concluded and reflected the research the innovation and deficiencies in writing. |
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