Research On The Problem Setting Of The Compulsory High School Mathematics Textbook For Newcomers Teaching A Edition

Since the new curriculum reform,problem situations have been a very important research topic,and the mathematics curriculum standards also emphasize that the use of problem situations should run through the requirements of mathematics core literacy,and give play to the role of problem situations in mathematics education and teaching.With the use of the new textbook in various regions,the context of mathematical problems is an important component of the textbook,and it is necessary to study the characteristics of the context setting of mathematical problems in the new textbook.The core problem of this research is to understand the characteristics of the context setting of mathematical problems in textbooks from different perspectives.In view of the research questions,this paper analyzes the2019 Renjiao A version of the compulsory high school mathematics textbook through research methods such as literature research method,text analysis method,and questionnaire survey method,and uses a selfcompiled problem situation questionnaire to divide the core research questions into two sub-questions:(1)The setting characteristics of the first and second volumes of the compulsory high school mathematics textbook of the 2019 People’s Education A version of the 2019 People’s Education A;(2)Students’ views and evaluations of situational problems in the2019 Renjiao A version of the high school mathematics textbook.The text analysis of this study mainly obtained the following conclusions: in terms of the dimension of situation type,the proportion of personal context in teaching materials is the largest,the proportion of scientific context and occupational context is the same,and the proportion of social context is the least.Second,the situational content focuses on the connection between mathematics and real life and other disciplines.Regarding the realism dimension of the situation,about half of the problem situations in the textbook are composed of constructed situations,and the other part is composed of quasi-real situations and real situations.Among them,the real situation accounts for a small proportion,and most of them are derived from the context related to the background knowledge of natural science.Regarding the cultural dimension of context,the number of situations of mathematical problems with cultural significance in the textbook is very small,and at the same time,the cultural nature of situational problems is mostly in the history of mathematics,and the cultural materials in the textbook are unevenly distributed in the columns.Regarding the necessity dimension of illustrations,illustrations accounted for less in situational problems,and necessity illustrations were the main ones.Regarding the integration dimension of situational problems,the integration degree of situational problems in the textbook is generally high,mainly to provide 1-2 or 3 or more situational problems in the information unit.Regarding the dimension of mathematical features,the situational problems in the textbook are more inclined to mathematical operations with fewer steps.Regarding the dimension of representation features,the problem situation is mainly text representation,and the overall amount of text is not large.Moreover,the textbook contains more problem situations represented in the form of diagrams.In terms of task feature dimension,the task level of the problem context mainly focuses on conceptual understanding and problem solving,the number of exploratory questions is small,and the task difficulty of the problem context is moderate.