A Comparative Study On The Presentation Of Collaborative Problem Solving In Mathematics Textbooks

Collaborative Problem Solving has become a hotspot in the world.China has begun to attach importance to the cultivation and evaluation of problem solving ability,and some related research has been carried out.The research uses the literature analysis method,mainly by synthesizing the existing relevant literature to summarize,sorting out the existing research results on CPS,especially for the criteria of CPS,CPS level and type,the criteria of CPS judgment in mathematics textbooks are obtained through analysis.Chinese scholars have made some achievements.Zhao Na,Kong Fanzhe and Shi Ningzhong have made a quantitative comparative study on the presentation of CPS in the mathematics curriculum standards of China and the United States.Then,based on the above cooperative problem solving evaluation framework,CPS-related content in textbooks is extracted and coded by text analysis method,Statistical textbooks on the presentation of cooperative problem solving,and then according to the evaluation criteria of the presentation level of Collaborative Problem Solving,classify the level and types of Collaborative Problem Solving.Mathematics textbook is an important assistant tool for teachers to design and carry out teaching in teaching practice.The quantity and level of CPS presentation in mathematicstextbooks also affect the cultivation of students' cooperative problem solving ability in mathematics class to a certain extent.This paper chooses mathematics textbooks of Grade 4-6 of Renren Educational Press and Shanghai Educational Press as comparative objects,and carries out quantitative statistics and data analysis from the aspects of CPS presentation mode,presentation quantity,presentation level and presentation effect.The results show that the textbook of Shanghai Educational Press focuses more on infiltrating CPS into new knowledge columns.The compilation of new knowledge columns is more in line with the requirements of mathematics curriculum standards.Compared with other columns,the new knowledge columns are more comprehensively used by teachers in the classroom.Comparing the CPS of the new knowledge column,it is found that PEP pays more attention to the penetration of CPS,and its presentation level and effect are better than those of Shanghai Educational Press.However,on the whole,the CPS presentation level of the two editions of textbooks belongs to Level II,which belongs to the upper-middle level,and the presentation level still needs to be improved.Some suggestions on the presentation of cooperative problem solving and the cultivation of cooperative problem solving ability in Chinese mathematics textbooks are put forward.In the compilation of textbooks,it is necessary to improve the presentation level of CPS,and more new knowledge columns show cooperative problem-solving connotations,including a variety of cooperative behavior topics,which should not be formalized and focus on learning.In the teaching practice of teachers,teachers need to carefully select the teaching content of cooperative problem-solving,require students to preview before class,and improve the class.The efficiency of problem solving in classroom cooperation can guide students in time and ensure the development of cooperation towards teaching objectives.