The Comparative Study Of Junior High School Mathematics Textbooks Between China And Singapore Context Settings

Context is an important teaching content, it can promote students’understanding and the transferring of the knowledge and help the students to solve the problem, it can also give a great importance to the students to use the knowledge in their society lives. Whether the textbook’s context is rational, it will have a important influence on the development of the abilities of the students. Different contexts will cause full different judgment. Our curriculum standards continuing changed from "double-base" to "four base", which means the previous evaluation system will be changed. Based on the requirements of existing curriculum standards, how to formulate the context analysis dimension which fit to the students’ development and the requirement of the curriculum is this article’s theme, then we can using this framework to find the context difference between our textbooks and SINGAPORE textbooks, then we can find that it is the first thing that it can help us to continuously improve and perfect the textbook’s situation.Based on the 《compulsory education mathematics curriculum standards (2011edition)》"four base" requirement, I using the text analysis and qualitative research method to make a more systematic analysis and discussion to the three versions of the textbook of "algebra module" and "geometric module" from two countries:CHINA and SINGAPORE. Firstly, by hackling mass documents I construct the analytical framework in "four base":the "basic knowledge" level, the "basic skills" level, the "basic idea" level and the "basic activities Experience" level. The "basic knowledge" level have four levels of classification:integrated with mathematical knowledge, integrated with other students’comprehensive, integrated with everyday life, more than three comprehensive integrated. Although there is a slightly different between geometry and algebra module of the "basic skills", it can sum up three levels:using the simple knowledge, integrating the multi-step simple knowledge, integrating the selection formula (or knowledge)."The basic ideas" level of classification is as follows:abstract thinking, mathematical reasoning thinking, mathematical models thinking, more than three comprehensive integrated. The "basic activities Experience" level classification is:the experience of the direct activity, the experience of modeling activities and indirect activity the experience of the indirect activity. Secondly, through the above case of the three versions of the textbook’s comparison, we can draw a conclusion as follows:in the general trend, the two countries are basically same in their context of the textbooks, but local details are quite different, and it can have a great impact in the training of the students’ math studying habit even solving mathematical problems The result shows:. compared with the CHINA textbooks context, the algebra module in the SINGAPORE textbook focus more on the integrate with the algebra knowledge, which is liked the United States foundations of mathematics education; second,they focus on using simple graphics, using the students’error-prone points so that they can strengthen students’ basic skills "and" basic idea "; meanwhile, the "basic idea" and "basic skills" gradient evident of their textbook, from easy to difficult, but the domestic textbooks focus more on the classification of thinking.At last, we obtain the revelation from the comparison as follows: The textbook’s context should be pay attention to detail settings; the textbook should pay attention to the context of the textbook’s "basic skills" and "basic idea" of the gradient settings; the textbook context should pay attention to the balance of the "basic activity "aspects.