Comparison Of Scores In The PEP And California Math Textbooks

As we all know that fractional knowledge is widely used in daily life and especially in the field of scientific research.In order to help students to understand the essence of the fraction and to master the fractional knowledge better,many researchers design flexible teaching instructional design by analyzing the similarities and differences of a grade′s or a specific knowledge′s compilation of the examples and the exercises as well as the knowledge structure.Given the current situation that there are few systematic researchs of whether the compilation of the fractional knowledge in the textbook that can help students understand the essence of the fraction better or not,this paper comparatively analyzes both the level of details of the related standard courses and the number of curriculum requirements of the fractional knowledge between the version of China & the California by the method of literature,comparative and content analysis;It also analyzes the distribution,the order and the number of presentation of knowledge,and the visual diagram types,the compilation and the completeness of these contents.This paper comes to the conclusions as follows: First,compared with the standard(2011 edition),the curriculum center thought is more concrete and complete;Second,compared with the distribution of the fractional knowledge in the textbook of the California version,the textbook of the PEP is more systematic;Third,the fractional knowledge presented in the textbook of the PEP more uses the material objects and the geometry while the textbook of the California version moreover uses number axis and fractional wall;Fourth,the textbook of the PEP explores the fractional knowledge more by the way of filling the blanks and asking questions while the textbook of the California version shows a complete process;Fifth,compared with the degree of completeness in the content of the textbook of the PEP,the textbook of the California version is more complete.Finally,this paper not only provides some specific recommendations for the development of the Chinese standard courses andthe compilation of the fractional knowledge in the teaching materials of the PEP,but also makes a small attempt according to the recommendations.