A Comparative Study On Presentation Of Mathematics Textbooks For The Primary School Of China And The United States

Mathematics textbook, as the direct text materials, play a decisive role inthe teaching of mathematics in primary schools. Textbooks are always importantresources for teaching and achieving the curriculum goals. As a result, the reform ofmathematics textbooks is the core of the reform of mathematics curriculum and alsoof the focus points of mathematics education development. The new curriculumreform pay much attention to changing the mode of traditional teaching andstudying and improving the students’ mathematical literacy. And the materials ofpresentation will be directly affect the students mathematical literacy and the way ofteaching and learning to some extent. Therefore, the study of mathematics textbookpresentation, especially the comparative study of Chinese and foreign，grasping theinternational development trend of mathematics textbook，absorbing theinternational advanced experience of textbook compilation，which have importantrealistic meanings to the Mathematics curriculum reform and the development ofthe mathematics education of our country.In this paper, take mathematics textbooks for the primary school of PEP(Peoples education press) edition of China and “HM”(Houghton Mifflin) edition ofthe United States for example, the presentation comparison of the two versions istext comparative study. In order to clear similarities and differences between the twoversion of mathematics textbooks for the primary school，and to know theirpresentation feature. This study reflects and puts forward some proposals on thebasis of analyzing differences and characteristics to provide reference for thecompilation of mathematics textbooks for the primary school in China.This study is based on the concept orientation and function orientation tothe analysis of the textbook presentation. On the one hand, the overall of textbookpresentation from the point of view of the concept orientation. It mainly centeringaround the column, the knowledge, the text, the format on four aspects. On theother hand, the classification of textbook presentation from the point of view of thefunction orientation, mainly from the concept, rules, problem solving three aspects to discuss. Through the contrast analysis, understand the elementary schoolmathematics textbook function and the elementary school mathematics educationconcept.The study found that they are both emphasized the text presentation isconformance to the standard; Textbook knowledge present all have certain relevance;the graphic format, color is rich；words expression diversified; problem solving as aseparate section; focus on the creation of problem solving situation; pay attention tothe students previous knowledge and ability; make thinking and exploring space forlearners. However, they also have a lot of difference. Concept is different, PEP editionof China emphasis more on students basic knowledge and basic ability training,“HM”edition of the United States emphasis more on students thinking habits as well ascritical thinking and problem solving ability; PEP edition frame structure is simple,“HM” edition frame structure is complicated, but the logic is clear and the plate isdistinct, and can be fully understand at just one glance; our country presenttextbooks knowledge of relevance is not enough; Our primary school mathematicstextbooks’ presentation mode of problem solving is more of a descriptive andinterpretative of some mathematical knowledge (such as concept, rules); And theUnited States mathematics textbooks’ presentation mode of problem solving is to letthe students themselves to solve the problem in the question situation, they paymore attention to lead the students experience the thinking process of problemsolving.Based on the research, to learn the advanced experience from the unitedstates on the mathematics textbook presentation, for our country elementary schoolmathematics textbook presentation optimization, Suggestions are as follows:1. Thepresenting mathematics textbook knowledge and words should meet the following:(1)age;(2)mathematical;(3)interesting;(4)thought;(5)problem solving;(6)systematic.2. The presenting of textbook plate and column optimization.3. The presentation ofmathematical concepts and rules to follow children learning laws and make thinkingspace for students.4. To pay attention to the relationship and integration betweensubjects.5. To better carry out students’ learning goals, the optimization of the textbook presentation should focus on changing their way of learning.