A Comparative Study On The Introduction Of Geometric Concepts In Mathematics Textbooks Between China And Australia

The concept of mathematics is the basis of mathematics learning.It is to help students analyze mathematical problems,apply mathematical thinking,and finally achieve the purpose of solving mathematical problems.The understanding of mathematical definition is relatively difficult in the process of mathematics learning,but the understanding of definition is a crucial first step for the study of mathematics.The explanation of mathematical definition is to use some means and methods to introduce the concept to be learned in teaching.So that students can better understand the concept,the concept introduction link plays a foundation role in the whole learning process of the lesson.The form of concept introduction is inextricably linked to the teaching method and the learning efficiency of students.Different versions of textbooks have their own characteristics.Different versions of textbooks have different introduction methods for the same knowledge points.In actual teaching,teachers should process and recreate the contents of textbooks according to specific situations.In this process,teachers Should be based on a version of textbooks,more reference to other versions of textbooks to study,from which to extract the most suitable for their students to learn,the most suitable for their own teaching content processing methods,this article mainly for the introduction of Chinese and Australian junior high school mathematics textbooks geometric concept comparison.Literature analysis and comparative inquiry are the main methods for the author to demonstrate in this article.The selection of the junior high school mathematics textbook of the compulsory education education version of China and the partial geometric concept of the Australian Peine Group Heinemann textbook are the research objects,which are defined from the core of the textbook.The introduction of the form and content collation and other perspectives are compared and analyzed.The results are as follows:From the perspective of the introduction of concepts,in the mathematics textbooks of the PEP,the introduction of geometric definitions involves mathematical problems,practical problems and old knowledge four times each.The Heinemann textbook geometry concept is introduced using the actual problem once,the old knowledge is 1 time,and the actual operation is 1 time.From the perspective of concept selection,the number of mathematical definitions in the textbook is 13,using six strokes,Heinemann textbooks using white descriptions 12 times,and the human education edition using abstract definitions four times.Heinemann textbooks use abstract definitions once,the PEP version uses The three inductive methods,Heinemann textbooks do not use the induction methodThe introduction of mathematical definition based on the display of life is a major feature of the PEP textbook.Usually,mathematical problems,old knowledge and practical problems are used,and sometimes experimental methods are used.Heinemann textbooks generally have few links with real life.The description and reasoning are the main forms of the concept introduction of the textbook.After giving the mathematical concept,the examples are further explained and proved.The graphics given in the form of white drawing all have the same characteristics,so the graphics given are mostly uncomplicated and can be easily distinguished.