| Scholars from home and abroad have paid increasing attention to internationalcomparisons in mathematics education, which has become a key and hot topic in thearea of mathematics education research. Being an essential supporter of a course,textbooks cast direct influences on students’ acquisition and teachers’ teaching withtheir writing quality. Therefore, it bears significant theoretical importance to enhancethe research level and writing level of math textbooks.Despite the existing large amount of books and papers on textbook comparison,it has been found that they mainly focus on the comparison of mathematic textbooksused in primary schools and junior high schools. Additionally, they are mainlyresearches on syllabus and modules of geometry, functions and probability statistics,judging from their research perspectives. There are few literature on the subject ofsequence, and nobody has done any research on the comparison of sequenceteaching in textbooks between China and Australia.Breaking through from this point, this paper compares the module of sequencein different versions of math textbooks between China and Australia. The research isdone from the perspectives of different syllabus demands from these two countries,the content and structures in the textbooks, the features of exercises and texts. Thestudy has shown that:(1) judging from the syllabus, China and Australia basicallyshare the same one, only that Australian syllabus is more specific comparing withShanghai syllabus. There are indeed some differences in the content.(2) judging fromthe content and structure, Australian textbooks are more informative, and there aredifferences in the orders of content arrangement and the presenting modes ofsequence concept.(3) judging from the exercises, Shanghai textbooks include fewerquestions with better qualities, while Australian textbooks contain a lot of repeatingquestions. However, Australian textbooks pay more attention to the description ofthe circumstances in the exercises.(4) judging from the text features, the writing ofsequence in Shanghai math textbook distinguish itself on the permeation ofmathematical thinking methods and mathematical logic, while Australian textbooks feature in the adoption of information technology.According to the aforementioned conclusions, here offers some specificsuggestions on the content compiling of sequence to Shanghai math textbooks：(1)add more emphasis to the adoption of sequence and the graph of sequence.(2)properly add some exercise and give better descriptions of the circumstances in t heexercise.(3)give more examples of the use of information technology.(4) properlyadd the content of difference equation. It is expected that this research can providesome reference to textbook compilers, math teachers in our country, and researchersstudying textbook comparison. |
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