A Comparative Study On The Presentation Of Logical Reasoning Literacy In High School Mathematics Teaching Textbooks Of PEP’s Edition(A),and JPEPH’s Edition

Logical reasoning literacy plays an extremely important role in promoting the development of argumentative,organized,and logical thinking qualities in students.Studying how the contents of high school mathematics textbooks present logical reasoning literacy is an important guide to improve the logical reasoning literacy of high school students.This paper focuses on the presentation of logical reasoning literacy in the trigonometric function chapters in both the PEP’s Edition(A)and the JPEPH’s Edition,and proposes teaching strategies for developing logical reasoning literacy accordingly.By establishing the evaluation index system of teaching materials from the perspective of logical reasoning literacy,this paper compares and analyzes the content of trigonometric function in the PEP’s Edition(A)and the JPEPH’s Edition,divides the content of teaching materials into five parts: concept introduction,skill formation,principle derivation,application practice and system construction,and combines the expressions of logical reasoning literacy in the curriculum standards,which include mastering the basic forms and rules of reasoning,discovering problems and propositions,exploring and formulating the argumentative process,understanding the proposition system,expressing and communicating logically and The textbook evaluation and analysis framework is established by further classifying them into three levels and then comparing and analyzing them to draw conclusions.In general,the two editions of the trigonometric function chapters account for a relatively large proportion of mastering the basic forms and rules of reasoning and exploring and formulating the argumentative process,while the other three forms account for a relatively small proportion.Specifically,(1)mastering the basic forms and rules of reasoning: the two editions of the textbook pay similar attention to each of the three levels of performance,mostly focusing on Level 1,and relatively less on Level 2 and Level 3;(2)discovering problems and propositions: both editions of the textbook pay most attention to Level 1,followed by Level 2,with the PEP’s Edition(A)being more prominent in this form of performance;(3)exploring and formulating the argumentative process: both editions attach importance to Level 1,followed by Level 2,which is relatively more involved in JPEPH’s Edition than in the PEP’s Edition(A);(4)understanding the proposition system: the differences between the PEP’s Edition(A)and JPEPH’s Edition in Levels 1 and 2 are not significant,and neither of them involves Level 3;(5)expressing and communicating logically: both editions show the same number of performance in Level 1,and the PEP’s Edition(A)performs better in Level 2.Based on the above findings and the comparative framework of the textbooks,we propose some teaching strategies for the content of trigonometric function and demonstrate the teaching design of "arbitrary angle",hoping to provide front-line teachers with teaching inspiration to improve their logical reasoning literacy.The innovation of this paper is to divide the expressions of logical reasoning literacy in the curriculum standards into three levels,to build a framework for analyzing the textbook,to conduct a comparative study of the presentation of logical reasoning literacy,and to propose teaching strategies that are conducive to improving the logical reasoning literacy of high school students.