A Comparison Of Mathematics And Algebra In Chinese And American Elementary School Mathematics Textbooks For Grades 1-3 And Its Enlightenment To Elementary School Mathematics Teaching

Nowadays,the education and development of mathematics has been paid more and more attention.Teaching materials play an important role in mathematics education,and the reform of teaching materials is an important aspect and component of the new round of basic education curriculum reform.The compilation of teaching materials is also a key factor to determine the progress and success of the whole curriculum reform.Therefore,the international comparative study of mathematics teaching materials has attracted more and more attention.Primary school is the stage of basic education,which has an important impact on students' subsequent learning.Number and algebra is an important.Selects the number and algebra content of primary school mathematics textbooks from grade one to grade three in China and the United States as the research object.This paper makes a macro comparison from the concept of textbook compilation and curriculum standard content,comparison through the combination of quantitative description and qualitative description,This paper compares the content setting and distribution of logarithm and algebra,the breadth and depth of content,and the setting,quantity,type,openness and difficulty of number and algebra exercises.In terms of compiling ideas,both emphasize "problem solving",mathematical reasoning ability,the role and significance of information technology in the development of mathematics and students' mathematical ability,and the influence of computer on mathematics learning methods.In terms of content,the content breadth of PEP is lower than that of California,but the content depth is higher than that of California.In addition,there is no significant difference between the cognitive level of PEP and California.In the first mock exam,the "two class" textbook is open to the students.The proportion of the open textbooks in the two edition is very low.The difficulty of the textbook is much higher than that of the California edition.Finally,from the comparative conclusion of macro and micro fields,this paper puts forward some measures for primary school mathematics classroom teaching: appropriately expand knowledge points,enhance the content breadth of teaching materials;connect with students' reality,appropriately adjust the type of open exercises;pay attention to cultivating students' problem-solving ability in the classroom.