A Comparative Study On Trigonometry In Senior High School Mathematics Textbook In China And Indonesia

With the international community's gradual construction,and more important to strengthen international cooperation in the education sector,to explore the construction of a new pattern of future global situation of education in the new situation.In this study,high school mathematics textbooks trigonometric content to Chinese People's Education Press(A version)and Indonesia Erlangga Publishing House were analyzed.Introducing the content requirements,structure arrangement,course difficulty,and exercise difficulty of trigonometric functions in the textbooks of the two countries aims to help Indonesian and Chinese curriculum designers or textbook writers review and update mathematics courses or mathematics textbooks.provide both countries relevant information as suggestionsThis study uses literature analysis,comparative analysis,statistical analysis,and case analysis to compare and analyse senior high school mathematics textbooks' trigonometry content in China and Indonesia.(1).compare and analyze the requirements and structural arrangement of trigonometric function content in C hinese and Indonesian mathematics textbooks;(2).compare and analyze the curriculum difficulty of trigonometric function content in Chinese and Indonesian mathematics textbooks;(3).compare and analyze the difficulty of exercises in trigonometric function content in C hinese and Indonesian mathematics textbooks;(4)summarize the research conclusions and give useful enlightenment to improve the writing level of textbooks in the two countries.Based on the research results of this studies,the main conclusions are as follows:(1)in the contents section,the specific content description from a general perspective of China,Indonesia.Overall,trigonometric content is the same in both countries.From the description of the teaching goals,the description of the teaching goals of the two countries' trigonometry content has both similarities and big differences.The similarity is in the description of the teaching requirements and the two countries' curriculum standards in the form of behavior verbs and nouns or phrases.The difference is the focus of the content.(2)In the structure of trigonometric content,the application of trigonometric function part has its own part in the PEP edition,but the Indonesian version does not explain it in deta il.The Indonesian mathematics textbook has more trigonometric than the Chinese textbook.Chinese textbook content of the trigonometric of the A version is divided.In the exercises' arrangement structure,the C hinese version exercises are mainly composed of example questions,exercises,and chapter review questions.The amount of questions is small,but the level of difficulty is clear.The easy to the hard question is in line with the students' cognitive development level.There is no specific classification of the exercises in the Indonesian textbooks,and there are many exercises.However,there are many knowledge points examined by the exercises repeatedly.(3)In the trigonometric course's difficulty,The overall course's at C hinese Textbook is greater than that of the Indonesian textbook.(4)In the trigonometric exercises,two countries' textbooks do not pay attention to the background.The exercises in the C hinese textbooks focus on the connection with the scientific background.The exercises in the Indonesian textbook focus on the connection with personal life and public common sense.Two textbooks of all countries focus to the setting of conceptual level and comprehension level exercises,and there are fewer exercises at the level of inquiry and analysis.Both countries' textbook exercises numerical operations and simple symbolic operations,and complex symbolic operations pay the least attention to them.The two countries' textbooks have the same reasoning difficulty in the trigonometric function part of the exercises.The difficulty of textbook exercises in the two countries is greatly affected by mathematical cognition and calculation,less by reasoning and knowledge content,and least by background.Based on the conclusions,the author puts forward the following suggestions:(1)Curriculum content requirements are both macro-grasp and attention to details;(2)Textbook knowledge and exercise difficulty setting are moderate and progressive;(3)Enrich the background of mathematics textbook exercises Setting(4)focuses on the multiple connections between textbook knowledge and exercises to improve literacy.