| As an important part of textbook,problem situation is helpful for students to master knowledge and develop their problem-solving ability.In teaching process,problem situations are supposed to promote the development of students' mathematical literacy.Textbook,as the carrier in teaching process,the problem situation that presented in which can trigger students' thinking and play a significant role in promoting teachers' teaching."Statistics and probability",as an important module of Chinese middle school mathematics teaching,has a lower proportion in textbooks than "Numbers and algebra" and "figures and geometry".Therefore,it is necessary to make a comparative study on the contents of statistics and probability in textbooks.The research questions mainly include:(1)What are the similarities,differences or characteristics of problem situations in Chinese and American junior high school mathematics textbooks?(2)What are the similarities and differences between Chinese and American junior high school mathematics textbooks in authentic situations?(3)What are the similarities and differences between Chinese and American junior high school mathematics textbooks in the level of problem situation characteristics?This research takes two Chinese edition textbooks(the People's education edition and the Suke edition)and MC edition of the American textbook as objects,using interview,comparison and case analysis method,through macro and micro perspective to study on two countries' mathematics textbooks statistical and probabilistic problem situations.Macro study is divided into the type of problem situation and authentic problem situation.With reference of problem situation type classification by PISA assessment,problem situation sorted into no situation,personal situation,social situation,life situation,occupational situation,scientific situation and problem situation.In addition,the authentic problem situation is reference to Zhu Y and Fan L compare China and the United States in the study problems in junior middle school mathematics text in classroom teaching and relies on the concept of solving problems in real situations advocated by PISA,which is divided into real situation and non-real situation.In terms of micro study,according to Yeping Li's characteristic level division of integer addition and subtraction in Chinese and American elementary school mathematics,and Zhihui Chen's comparative research framework of "function" in junior middle school mathematics curriculum problem situation,three characteristics and twelve levels of hierarchical division were obtained.With the comparative study of Chinese and American textbooks,the followingconclusions can be drawn:(1)the comparison of the number of problem situations:American MC textbooks have an absolute advantage in number,far more than the People's edition and the Suke edition.(2)the comparison of problem situation types:the textbooks of the three editions have their respective focuses.The similarity part is expressed in the number of life situation.The difference are that the People's education edition focuses on social situation and occupational situation,the Suke edition focuses on personal situation,and the MC edition focuses on non-situation and personal situation.(3)the comparison of authentic problem situations: the real problem situations of the three editions of textbooks is not high,only about 10%,and most of the real situations are related to the national nature.(4)the comparison of feature level of problem situations: the level of mathematical features in the People's education edition and the Suke edition are higher,the level of contextual features in the MC edition is higher,and the level of task features in the three-edition textbooks are lower.Based on the above research conclusions,some suggestions for the compilation of statistical and probabilistic situations in textbooks of the people's education edition:(1)enrich the diversity of situation types.(2)expand the proportion of other situations apart from life situation.(3)appropriately increase the proportion of real situations.(4)appropriately increase the number of problem solving level and particularity requirement level in task characteristics. |
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