A Comparative Research Of Examples And Exercises In Chinese And American Mathematics Textbooks Based On Cognitive Perspective

The Compulsory Education Curriculum Standards: Mathematics(2022 Edition)clearly puts forward the view of learning from excellent foreign textbook.Therefore,a comparative study of different versions of textbooks is conducive to giving reference suggestions for the compilation of textbooks and to developing classroom teaching.The examples and exercises are an important part of the content of mathematics textbooks.Mastering the cognitive level of examples and exercises helps teachers choose appropriate difficulty of examples and exercises in teaching.Nowadays,with the rapid development of science information technology and economy,data literacy has become an indispensable quality for every qualified citizen.The development of data literacy is closely related to the implementation of literacy in textbooks,mainly in the field of "statistics and probability".As a result,it is worthwhile to study the examples and exercises in the field of "statistics and probability" in Chinese and American junior high school mathematics textbooks.This thesis identifies the following research questions:(1)the characteristics and differences of the teaching contents in the setting of mathematics curriculum standards.(2)the characteristics and differences of examples and exercises at each mathematics cognitive level.(3)the characteristics and differences in the presentation of data literacy in the examples and exercises at different mathematics cognitive levels.This thesis mainly adopts the literature research method,comparative research method,statistical analysis method,and interview method.The research content is divided into four major aspects: the comparison of Chinese and American mathematics curriculum standards,the comparison of the distribution of mathematics cognitive levels of examples and exercises in two versions of textbooks,the presentation of data literacy in the examples and exercises at different mathematics cognitive levels,and the interviews and analysis of teachers’ opinions.The study found that the examples and exercises in the two countries’ textbooks differed significantly in their cognitive levels and in their presentation of data literacy.The research conclusions are as follows:(1)The content of the field of "statistics and probability" differs significantly in terms of the mathematics curriculum standards.The California version has more content arrangements and higher requirements,while the People’s Education version has fewer content arrangements and relatively lower requirements.(2)The number and proportion of examples and exercises in the field of "statistics and probability" differed significantly in each mathematics cognitive level.The California version has more examples and exercises and focuses mostly on higher cognitive levels,while the People’s Education version has relatively fewer examples and exercises.In addition,after further analysis of the question types at higher cognitive levels,it is found that the two versions of textbooks differed in the types of exercises.The California version has more types of exercises and rich forms of questions,but lacks exercises such as statistical surveys,while the People’s Education version has some arrangements for such exercises,but the number is relatively limited.(3)In terms of the performance of data literacy,both versions have fewer examples of statistical reasoning and statistical thinking at each cognitive level,while the exercises of higher cognitive level have more questions on these two dimensions,but the two versions of the textbook focus on different specific categories.For example,the People’s Education version focuses on "explanation",while the California edition focuses on "reasoning".Finally,based on the conclusions obtained,this thesis puts forward some suggestions for the compilation of the examples and exercises in the textbook of our country,with the hope to provide a reference for the revision of the examples and exercises in the field of "statistics and probability" in the textbooks.