| Textbooks are written according to curriculum standards,is the primary tool for teachers to teach and students learn.Problem situations are the bridge between mathematical knowledge and real life,for the development of students’ problem-solving ability by an important role,can allow students to understand the application value,aesthetic value and scientific value of mathematical knowledge,at the same time through the problem situation can stimulate students’ interest in learning,while improving students’ a variety of mathematical core literacy.In order to better use the problem situation to play its role,this study selects the three textbooks of PEP(A),JEP and IB Version to study the problem situation setting,understand the problem situation setting of Chinese textbooks,and learn from the advantages of foreign textbooks to improve the level of problem situation setting in mathematics classroom teaching.Based on this,this study sets two research objectives,namely,the situation of problem setting in mathematics textbooks in China and the world and classroom design suggestions.In order to achieve the above objectives,three research questions were identified:(1)What is the status of the number of problem situations in the textbooks of the PEP(A),the JEP,and the IB Version?(2)What are the characteristics of the setting of the textbooks of the PEP(A),the JEP and the IB Version in terms of problem situation type,representation level,and role level,and what are the similarities and differences through comparison?(3)By comparing the problem scenario settings in the three editions of mathematics textbooks,what are the implications for the design of mathematics courses?In the process of research,this study adopts literature analysis method,text analysis method and statistical analysis method,and establishes the classification framework,representation level framework and action level framework of problem context by reading literature,selects the "function" content of PEP(A),JEP and IB Version,encodes and statistics on the problem context,tests that the coding validity meets the standard,and uses Excle and SPSS software as data analysis tools to analyze the coded data.This study yields the following conclusions:First,from the overview of the problem context setting,for the course content of the function,the IB Edition of the textbook occupies a very large advantage in quantity,and the number of PEP(A)and the JEP is not much different,but the number of problem situations accounts for the number of questions in the three versions,which shows that the IB Version of the textbook has detailed chapters,and naturally the number of problem situations has increased,and the focus of the three versions on the problem situation is similar.Second,in the setting of problem situation types,for the functional content,the three versions of the textbook involve four types of situations to varying degrees,but each has its own emphasis,and the "personal situation" in the IB Version is far greater than its proportion in the PEP(A)and the JEP,ignoring the "professional situation",indicating that it pays attention to connecting mathematical knowledge with individuals and learning with individuals as the center."Social Context" and"Scientific Context" have similar proportions in the three versions,indicating that they both pay attention to the connection between mathematical learning and social life,and pay attention to the integration and learning of interdisciplinary knowledge.The difference in the proportion distribution of JEP and PEP(A)in various situations is not large,indicating that China pays more attention to the balance of various situation types.Third,in the level of problem context representation,in terms of the mathematical characteristics of function content,the IB Version of the textbook is more complex in terms of the mathematical characteristics of the problem situation,and the mathematical characteristics of the PEP(A)and the JEP are almost the same.For the contextual characteristics of function content,the three versions of the problem situation representation are mainly based on the descriptive expression of text class.In terms of the task characteristics of function content,the three versions of the textbook emphasize "problem solving",in addition to "memorization exercises",indicating that the practice problems of the textbook focus on the consolidation of the knowledge points.Overall,the three versions are consistent at the level of contextual features.At the level of mathematical characteristics,the IB Version is higher than the other two versions,and there is no significant difference between the PEP(A)and the JEP.In terms of task characteristics,there are significant differences between PEP(A)and IB Version,and there is no significant difference between JEP and PEP(A)and IB Version.Fourth,in the level of problem context,for the situation expression,context tran slation and situation synthesis of the function content,the distribution form of the thr ee versions is similar,the proportion of the middle level is higher than the proportio n of low level and high level,and the proportion of low level and high level is not much different,reflecting the focus of textbook practice questions on students’ situati on application ability,mainly medium level,minimum high level,and consolidate bas ic knowledge application ability.In general,there were no significant differences in e xpression,translation and comprehensiveness between the three versions,which showe d the consistency of textbooks in examining the ability to apply situations.Based on the above conclusions,this study puts forward the following suggestions for the problem situation setting in mathematics curriculum learning in China:first,mathematics courses provide diversified situation types to strengthen the connection between students and society;Second,mathematics courses should adopt a variety of representation forms to enrich the vividness of the classroom;Third,mathematics courses should increase the proportion of high-level problem situations,provide more inquiry-based problems,and implement the situation in problem solving;... |
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