A Comparative Study Of "statistical Graphs" In Elementary School Mathematics Textbooks Between China And New Zealand

Statistics is one of the most widely used branches of modern mathematics.At present,most countries regard statistics as an important module of the mathematics curriculum for primary and secondary schools as the basic vehicle for cultivating student data analysis capabilities.However,compared with international comparisons,the statistics content in the primary school stage in China is relatively late,and there are still many problems in the setting and use of teaching materials.Therefore,the selection of primary school mathematics textbooks from advanced countries in foreign countries for comparative research is conducive to reflecting on the statistical content of primary school mathematics teaching materials in China.Setting up advantages and disadvantages will help to improve teachers' teaching materials and their understanding of statistical content.China and Singapore both belong to Asian countries and Confucian culture circles.There are many similarities in culture and education.Singapore mathematics integrates Western mathematics ideas and have formed a distinctive mathematical education concept.In view of that,the primary school mathematics textbooks published by the People's Education Press of China and the Singapore primary school mathematics textbooks published by Marshall Cavendish Publishing House in Singapore are selected as objects of comparative study.The research mainly focuses on literature research,comparative research,and content analysis.It builds a framework for comparative analysis from the content standards,distribution and capacity of contents,concept presentations,examples,and exercises in the "statistical map".Compare.The analysis found that in addition to asking students to know and understand the statistical charts,the teaching materials of the PEP also made special requirements for drawing statistical charts,and focused on cultivating students' practical abilities.In terms of the presentation of the concept of statistics,the PEP is mainly based on the case style.The MC version adopts the connotation in addition to the case style.In the concept presentation sequence,the presentation of the three types of statistical concepts in the MC version before the edition of the PEP.From the perspective of the arrangement of the examples,firstly,the situation,the illustrations,and the language of the examples of the PEP are closely related to the students'actual life,which is in line with the learning characteristics of the pupils and is more conducive to stimulating their enthusiasm for learning,secondly,the example of the PEP emphasizes the openness of the problem setting and develops students' divergent thinking.The MC version of the example is mainly based on closed problems,which is not conducive to the student's subjectivity.From the arrangement of the exercises,the total number of the MC version exercises is larger than the PEP and incorporates different knowledge points in the content of unit exercises,such as four operations,area calculations,and unit conversion,however,the content of the exercises is mostly aimed at consolidating the basic knowledge,therefore,the level of exercises is lower than that of the PEP.In contrast,although the number of the PEP exercises is small,the content of the exercises emphasizes the ability of students to find and solve problems.The level of exercises is higher than the MC version.On the whole,the teaching methods of the PEP textbooks pay more attention to pictures and texts,reflecting the life of the textbooks,but they lack the integration of knowledge points in other fields.Based on the results and conclusions of the comparison,it is suggested that the compilation of primary school mathematics textbooks in China should strengthen the connection between mathematics knowledge and other subject knowledge in the case scenario;the mathematical concepts can be presented in a blended manner to train students' mathematics thinking and adopt cross-domain exercises for comprehensive arrangement,in order to effectively improve the use of teaching materials;to optimize the illustrations of textbooks,highlight organizational and explanation,and teaching materials should be appropriately increased reflective questions to effectively train students' mathematical reflection ability.