Compare Of Problem Situation In Mathematics Teaching Material For Primary Sehool Between Jiangsu And California

Math problem situation is a problem for the carrier to enablestudents to have a strong desire to solve the problem of specialmathematical situations, Which contains the relevant mathematicalknowledge, mathematical thinking and background information."Mathematics curriculum standards" to promote the problemsituation as an important means of teaching mathematics contentpresentation to help students to understand new mathematicalknowledge and develop thinking skills to better help existingknowledge and experience. Therefore, to enhance the study ofmathematics textbooks in problem situations, especially foreigncomparative study mathematics textbook problem situations, learnfrom the mathematics textbooks written in the advanced experienceof the problem situation, the reform of the mathematics curriculumas well as the development of the mathematics education haveimportant the practical significance.Based on this, the study of Jiangsu and the California versionof the content of elementary school mathematics textbooks scoresas the carrier, through a literature review, comparison, contentanalysis and other research methods, from the source material,mathematical relationships, characterization methods, structuresand ways of thinking points to five aspects of the problem situation be provided textbooks Analysis. Not only clarifies the US versionof two elementary mathematics textbooks in the context of thecreation of the similarities and differences, recognizing eachother’s writing characteristics, and based on the analysis of thedifferences and characteristics of reflection, to get inspiration.The main conclusions are as follows:（1）California version of Jiangsu textbooks and most pragmaticcontexts contact mathematical knowledge and life, focusing onstudent life and learning experience to select the appropriatestarting material, focusing on the development process inaccordance with students’ thinking to show the entire context andrelevant mathematical penetration thought.（2）The difference is, the California version of the textbooksituation in the importance of teaching students to learnmathematics but also noted the role of mathematical knowledge tosolve practical problems in the process of solving the problem ofproviding the appropriate information for students reasonable.（3）Comprehensive textbook problem situations of Jiangsustrong material, usually editors will use this comprehensivematerial presented different problems. Background materialsprovided fewer, slightly monotonous, creating opportunities forteachers to textbooks for secondary development. This study was designed to be brainstorming, design someeffective situational, to front-line teachers more teachingreference, so that students will be able to solve simple doubt inhis heart, to gain more knowledge and skills.