Horizontal Comparison Of Number System Expansion In Junior High School Mathematics Textbooks

There is no doubt that Mathematics teaching materials are an important carrier for learning mathematics.Moreover,various regions in our country have compiled different versions of Mathematics teaching materials according to the curriculum standards.In addition,various regions have unique characteristics when compiling different versions of Mathematics teaching materials.Therefore,horizontal comparison of Mathematics teaching materials is favored by many researchers.Comparing the similarities and differences of Mathematics textbooks in different dimensions is of great enlightenment to the new round of curriculum reform and textbook arrangement in our country.Through literature research,comparative research,statistical analysis and case analysis,this study analyzes the relevant contents of the expanded part of the three versions of mathematics teaching materials from macro and micro perspectives.On this basis,this thesis also analyzes and studies the integration of the history of Mathematics in this part content in combination with Professor Pu Shuping's relevant research results.The main research issues in this thesis are as follows:1.What are the similarities and differences in the content structure and arrangement of the expanded knowledge part of the three versions of teaching materials?2.What are the similarities and differences in the content presentation of the expanded knowledge part of the three versions of the teaching materials?3.The objective,content,method and quality of the history of mathematics used in the expanded knowledge part of the three versions.Through research and comparison,the author draws the following conclusions:1.According to the analysis of content structure,the knowledge contents of the three versions are basically similar.However,the arrangement sequence of some knowledge in the version of Jiangsu Education Publishing House is different from those of People's Education Publishing House and Shanghai Education Publishing House.It is mainly reflected in the following three aspects:(1)There are certain adjustments in the sequence of knowledge content structure.(2)The part of Comprehensive Practice is arranged in a separate unit in the version of Jiangsu Education Publishing House,while in the other two versions,it is arranged as an attached part of the unit.(3)Jiangsu Education Publishing House Version has set up a separate unit in the textbook of the first book of Grade 7,which can be regarded as the introduction of the whole Junior middle stage.In addition,each book also has a separate evaluation section,of which the evaluation forms are diversified.As for the form of arrangement,the three versions are roughly the same in the order of knowledge points.The main difference lies in the arrangement in irrational numbers and similar numbers.The version of Jiangsu Education Publishing House puts irrational numbers in the chapters of rational numbers and similar numbers in the chapters of real numbers.On the contrary,the other two versions put knowledge points of similar numbers in the chapters of rational numbers and knowledge points of irrational numbers in the chapters of real numbers.2.In terms of presentation,the three versions of textbooks are similar in chapter head setting,learning process and problem sets stratification.However,there are some differences among the three versions in the use of modern information technology,summary forms and evaluation settings.The differences are as follows:(1)The version of Jiangsu Education Publishing House combines more modern information technology in the teaching process,which is helpful to promote students' cognition of rational numbers and real numbers.(2)In the part of summary,the version of People's Education Publishing House adopts two ways of knowledge structure diagram,reviewing and thinking,while the version of Jiangsu Education Publishing House only adopts the form of thinking,and the version of Shanghai Education Publishing House uses two ways of tree diagram and major knowledge review.Besides,the version of Shanghai Education Publishing House adds self-evaluation and mutual evaluation to the summary to enrich the evaluation system.3.As for the history of Mathematics,each version has introduced knowledge of the history of Mathematics.In addition,the three versions of knowledge points have the characteristics of revealing Mathematics itself and can serve the teaching at the same time.In terms of integration,the three versions all appear directly in the form of addition or duplication,rather than adaptation or reconstruction.In terms of the quality of historical materials,the three versions can basically meet the requirements.However,there are deficiencies in the teaching design from the aspects of continuity,consistency and inspiring teachers.Based on the conclusions above,the author puts forward the following opinions on the compilation of teaching materials in China:1.Mathematics should be linked with the developing Mathematics and other social studies.For example,Computer Science,which is most closely related to Mathematics,should be infiltrated into teaching,such as scientific calculator,geometer's sketchpad,Matlab,etc.2.Chapter catalogues should be added,so that students can have a preliminary understanding of the knowledge structure sequence of this chapter through the catalogue.Besides,the summary part should be perfected,and the unit knowledge system should be fully reflected in the summary,so as to strengthen students'cognition.At the same time,the evaluation system should include self-evaluation and mutual evaluation.3.The history of Mathematics and Mathematics teaching should be integrated more effectively and should not be regarded as merely a reading material.At the same time,the presentation of the history of Mathematics should also be innovative.It should not be limited only to words or pictures,but be designed in the form of cartoons,videos and other forms that are more acceptable to students.4.When compiling the history of Mathematics,we should fully listen to the opinions of experts and scholars to ensure the quality of the selection of Mathematical historical materials.In the integration of textbooks,the opinions of front-line educators should be widely adopted,so that the history of Mathematics can be truly taught and explained in Mathematics classes.