The Comparative Study On The Van Hiele Levels Of Geometric Thought Of Middle School Mathematics Textbooks Of China And Singapore

This paper selected our country Compulsory Education Mathematics Textbooks and Singapore New Syllabus Mathematics for the object, used Van Hiele geometric level of thinking to evaluate and analyze textbooks. We used literature analysis and content analysis,and combined Van Hiele geometric level of thinking theory and China and Singapore middle school mathematics curriculum standards and syllabus together, to construct a analysis and evaluation framework which is suitable for both textbooks, and then used this framework to analysis and evaluation two textbooks. And this paper selected the congruent and similar of figures to compared and analyzed, and then to study these two books.In the study, we divided textbooks into teaching content analysis and content analysis of examples and exercises. Then we came to the conclusion of the comparative analysis.After the analysis, we came to the conclusions of these two textbooks on teaching content and the geometry level of thinking in textbooks. After the conclusion, we gave some advices on writing mathematics textbooks of our country. On the one hand, on the arrangement of content, we should focus on the relevance and holistic of teaching content settings, on the penetration of geometric proof at all stages and on diversification of explore ways. On the other hand, on the geometry level of thinking in textbooks, we should focus on the sequence of geometry level of thinking of textbook, on stability transition of the level geometry of thinking, on reasonable arrangements for the level geometry of thinking of examples and exercises and on combine the students’ real geometry level of thinking and the textbooks writing together.This paper enriched the international comparative education research in teaching materials, so that all types of researchers and teachers at all levels can change the perspective on the textbooks. Meanwhile, the paper may also provided material for future teachers teaching, and provided recommendations for the preparation of future textbooks.