A Comparative Study On Mathematics Textbooks For The Primary School Of Shanghai And Hong Kong

Textbook is one of the important carrier for primary and secondaryeducation. It reflects the curriculum of a region and its design concept. AlthoughShanghai and Hong Kong have the same root, but due to historical reasons,making them have significant differences in some aspects of the curriculum andtextbooks. However, the research on mathematics education for Hong Kong isconcentrated in the education system, curriculum reform, teaching these aspects.The study of primary school mathematics textbooks for Hong Kong and theMainland is still rare.In this study, take “Spa”ce and Graphics module for example, adopt themethod of literature, content analysis, comparison to explore similarities anddifferences between Shanghai and Hong Kong primary school mathematicstextbooks. Firstly, this study explores similarities and differences in thecurriculum concept, objectives standards, content standards these three aspects ofthe two cities’ primary mathematics curriculum standards. Then, based on thecomparison of curriculum standards, explore similarities and differences in thecontent structure, organizational structure, presentation of the two cities’mathematics textbooks for primary school. Finally, elaborate the comparableconclusion, find the advantages of Hong Kong primary school mathematicstextbooks to give suggestions for the improvement of Shanghai primary schoolmathematics textbooks. The study found: two curriculums both emphasize the need to meet thedevelopment of students, follow students psychological cognitive characteristics,develop students’ spatial concepts, stress the process of learning. Two versionshave a lot of similarities in choosing curriculums’ content. But compared toShanghai version, Hong Kong version adds a lot of knowledge about thethree-dimensional graphics and the making of graphics. Their organizationalstructure is a spiral type, but the Shanghai version is more biased in favor of thespiral. Textbooks of the two versions presentations have their own characteristics,but both focus on the creation of problem situations.Finally, according to the comparable conclusion, suggestions to theconstruction of the Shanghai version are as follows: Appropriately increase thecontent of the three-dimensional graphics; Increase the length of explainingknowledge points; Adjust the depth level of process target; Full use life examples,scenarios for the textbook; Provide more operational activities.