Comparison Of Two Versions Of High School Mathematics Textbooks Based On "Problem Posing"

In the context of the era of innovation,raising questions is conducive to the development of students’ creativity,and posing questions has gradually become a key research object and practice field in mathematics education in various countries.In the context of a new round of curriculum reform,the new curriculum standards for high school mathematics regard the ability to ask questions as one of the four major abilities students need to improve.Therefore,the research on the compilation of "problem posing" in textbooks has also become the focus of mathematics education.This paper conducts quantitative and qualitative comparative analysis and research on the "problem posing" in the 2004 and 2019 editions of high school mathematics education textbooks by means of literature research,text analysis,statistical analysis,and comparative research.Quantitative analysis found that the number of questions and the number of questions raised in the two editions of textbooks have both increased,but both are relatively low;in terms of knowledge fields,teaching links,types,and situation types,the distribution of the two editions of textbooks is uneven,and they are often concentrated.In one or two aspects,the objects of concentrated distribution are: observation/thinking/exploration,the teaching link of the exercises at the end of the section(chapter);the discovery of conjecture-type and activity-based problems;the type of text situations.The differences are reflected in: the 2019 version is higher than the 2004 version in most dimensions,including: the number of questions and the number of questions posed;functions and their preparatory knowledge areas;observation/thinking/exploration,classroom exercises,chapter review links;supplementary,given arithmetic,Discovery conjecture type;words,expressions,patterns and situations are lower than the 2004 edition textbook in other dimensions.Qualitative analysis found that: the 2019 edition pays more attention to the compilation of textbooks on thematic topics;the presentation methods are more diverse;the realistic materials are richer;it is deeper and more specific;Based on this,suggestions are put forward for textbook compilation and teacher teaching.In the compilation of "problem posing" in the textbook: reasonably increase the proportion of questions posed;increase the proportion in the fields of geometry and algebra,probability and statistics;increase the proportion of example problems,classroom exercises,and special teaching links;improve the questioning type,adaptation type,supplementary increase the proportion of statistical charts,tables,and model situations;enrich the problem situations of the topic;enrich the forms of expression.Suggestions for teachers’ teaching: pay attention to the review course of "problem-posing teaching method";teach students the method of asking questions;enrich realistic materials;use the teaching mode of problem-posing.