The Comparative Of Study On "Problem Solving"Compiling Of Primary School Mathematics Textbooks

Problem solving is one of the hot problems in mathematics education study. It is an important part of mathematics education, and it plays an important role in teachers’ teaching and students’learning. Problem solving is a necessary purpose for mathematics education and it’s an essential ability for the students. Through the comparative study between America Math Connects version and Southwest China Normal University Press version of primary school mathematics textbook on "problem solving" compiling, on one hand, this study extended the research fields of textbook comparison. On the other hand, it also can provide constructive suggestions for the compilation of primary school mathematics textbooks. This paper used the literature method, content analysis method, quantitative analysis method and comparative method to compare primary school mathematics textbook on "problem solving" compiling of the two textbooks. This paper has five parts:First, literature review. Through the analysis of literatures, straighten out the relate research of "problem solving", understand the existing research and determine the framework of this study. Second, compare the goal of mathematic curriculum standards and the content standards between America MC version and Southwest China Normal University Press version. Third, compare the compiling ideas, content arrangement, and organization structure of primary school mathematics textbook on "problem solving" compiling of the two textbooks. Fourth, compare "problem solving" strategy between the two textbooks from similarities and differences. Fifth, according to the comparison result, get helpful and modified opinions and suggestions. The main conclusions of this study are as follows:First, America mathematics curriculum views "problem solving" as an important way for students to learn mathematics, while mathematics curriculum in China regards "problem solving" as an important goal for the mathematics curriculum. Secondly, from the compiling design of "problem solving" of the two textbooks, we can learn that America attach more importance to "problem solving" than China. Thirdly, the understanding and application of "problem solving" of America is higher than China. This paper just use comparative statistic analysis, the limitations of this study is that this paper didn’t use comparative dynamic analysis on relevant teaching comparison, so further thinking and analysis is needed.