| With the continuous development of economic globalization,information socialization and education internationalization,international exchanges and cooperation in mathematics education have become increasingly frequent,and mathematics education has become closely connected among countries,which makes the international comparison of mathematics education among different sections develop vigorously.Based on the comparative analysis of Mathematics textbooks,this paper selected the series content of high school mathematics textbooks of Chinese Teaching A Edition(2020optional compulsory Ⅱ),Glencoe Edition(2008 Algebra 2)in the United States and A-Level Cambridge Edition(2018 Pure Mathematics 1)as the research object.Literature analysis method,content analysis method and comparison method are adopted to carry out statistics and analysis on content selection,frame structure,knowledge arrangement,number and type of exercises,etc.The concept map of Inspiration is used to explore the internal relationship between knowledge points of series chapters.By using the comprehensive difficulty model of mathematical problems proposed by Professor Bao Jiansheng and the framework of Bloom exercise cognitive level analysis,the statistical table of example difficulty and exercise cognitive level are established,and the contents of the series are systematically compared from the macro and micro levels,and the following conclusions are drawn.(1)By comparing the four macro dimensions of textbook background information,layout design,style structure and chapter arrangement order,it is found that the series contents of Chinese textbooks are optional compulsory contents,while those of American and British textbooks are compulsory contents.Both of them adopt the form of centralized arrangement,with clear and standardized text arrangement and vivid color layout.In the division of style structure,the three editions of textbooks have their own characteristics,and they all follow the order of "general sequence → arithmetic sequence → arithmetic sequence".(2)By comparing the six micro dimensions of knowledge structure,concept interpretation,examples,exercises,mathematical culture and interdisciplinary content,it is found that Chinese textbooks pay more attention to the understanding of basic knowledge and have stronger connectivity between knowledge points;Chinese and American textbooks mostly create problem situations from real life,while British textbooks,due to the particularity of their design,use definitions to present problems directly.There are obvious differences in the number of examples among the three editions.The example difficulty of Chinese textbooks is higher than that of American and British textbooks in all factors.Exercises in Chinese textbooks have distinct levels,while exercises in American textbooks have various types and a much larger number than those in Chinese and British textbooks.Exercises in British textbooks pay more attention to the overall development and training of students in terms of cognitive level.The third edition of the textbook involves the application of mathematical culture mainly in the explicit mathematical culture,supplemented by the invisible mathematical culture.The third edition of the textbook involves interdisciplinary content mainly in the humanities and social sciences,and most of the exercises are presented as the main way of expression,with the main purpose of learning how to apply.Based on the corresponding conclusions,research suggestions are mainly proposed from the aspect of textbook compilation.Firstly,it is possible to enrich the style and structure of teaching materials,increase the types of columns as appropriate,and expand students’ learning horizons;Secondly,it is possible to refine the arrangement order of teaching materials,appropriately refine conceptual content,and improve the overall knowledge structure;Thirdly,it can optimize the presentation of teaching material content and improve students’ understanding;Finally,it is possible to add types of exercises in textbooks to enhance students’ interest in solving problems. |
