A Comparative Study Of Estimated Contents In Primary School Mathematics Textbooks

It is estimated that it is not only a basic skill that everyone uses in their daily life,but also an important measure to effectively implement the core literacy of primary school mathematics.It is estimated that as a new content of the mathematics curriculum after the new curriculum reform in China,it is especially important to study the content in the textbook.Under the background of “one standard and multiple books”,the current primary school mathematics textbook published by PEP(12 volumes)and Southwestern Normal University Press(12 volumes)as research objects,using literature analysis method,content analysis method and comparative analysis method,this paper compared and analyzed the estimated contents in the two editions of textbooks.The main research contents are as follows:First of all,taking the Compulsory Education Mathematics Curriculum Standards(2011)as the background,this paper understood the importance of estimation in Primary Mathematics,identified the estimated objectives of the two segments and their Linkages,and introduced the estimated content in Number and Algebra,Graphics and Geometry,Statistics and Probability and in Comprehensive and Practice.Secondly,this paper introduced the distribution of estimated contents in two editions of textbooks macroscopically,mainly from the chapter distribution and the grade distribution.This paper not only compared the specific performance of the estimated content in each chapter,but also compared the grade distribution of the estimated content,to summarize the characteristics of their arrangement.Thirdly,this paper compared the Compiling Characteristics of the estimated contents in the two editions of textbooks,mainly from presentation mode,background material and problem text expression.This paper not only compared the object presentation mode,background material and problem text expression of the three estimates in detail,but also summarized the grade setting characteristics of presentation mode and the grade selection characteristics of background material.Finally,this paper summarized the similarities and differences between the two editions of estimated content in terms of content distribution,object presentation,background material and problem text presentation,and put forward some suggestions on compiling the estimated content in primary school mathematics textbooks.The suggestions are as follows: enhancing the integration of estimated content and other mathematical knowledge,to reflect the wide distribution of estimated contents;paying attention to linkages between estimated content,to reflect the logical context of estimated content arrangement;selecting rationally the presentation mode of the estimated object,to reflect the gradual abstraction of the estimated content;optimizing the background material of the estimated content,to reflect the practical value of estimated activities;dealing strictly with the problem text representation of estimated content,to reflect the nature of the estimate.