A Comparative Study Of The Content Of The "measurement" Curriculum In Primary School Mathematics In China, Japan And South Korea From The Perspective Of Core Literac

"Sense of quantity" is proposed in Compulsory Education Mathematics Curriculum Standards(2022 Edition),and it is regarded as one of the performance of primary school mathematics core literacy.The purpose of "sense of quantity" is to emphasize measurement.As can be seen from foreign curriculum standards,many countries attach great importance to measurement,such as the United States,the United Kingdom,Japan,South Korea and other countries have listed this part in the curriculum content."Weights and measures"(length,capacity,mass)are the original metrics and the basis for other metrics.Japan and South Korea are deeply influenced by East Asian culture and have some similarities with China in some aspects of their educational systems.Therefore,comparing the mathematics curriculum and teaching materials of the three countries is helpful for us to extract the essence and remove the essence,and is also of great significance for the compilation of teaching materials after the issuance of Curriculum Standard 2022.Curriculum standard is an important basis for textbook compilation,teachers’ teaching and students’ evaluation.In order to better explore the characteristics of weights and measures content in the textbooks of China,Japan and South Korea,this study firstly makes a comparative analysis of weights and measures in the curriculum standards of the three countries,and excavates the similarities and differences contained in the curriculum standards.Secondly,this paper selects primary school mathematics textbooks of Chinese Education Edition,Tokyo Edition of Japan and Kechuang Edition of Korea to compare the arrangement and presentation forms of weights and measures content in the three editions,and analyzes their similarities and differences in grade distribution,content selection,arrangement logic and other aspects.Thirdly,a comparative study is made on the difficulty of weights and measures in the three versions of the textbooks by applying the difficulty evaluation model given by Professor Song Naiqing and other scholars from Southwest University.Finally,based on the above comparative analysis,this paper puts forward suggestions for the revision of weights and measures in primary school mathematics and suggestions for teachers to use textbooks when teaching this part of content.The following suggestions are put forward for the compilation of teaching materials:the practice of appropriately increasing the content of weights and measures;Capacity down reflects the integrity of weights and measures,will not increase the difficulty of content;Pay attention to students’ understanding of the necessity and importance of a unified unit of measurement;Pay attention to the formation of students’ symbolic consciousness;Focus on interdisciplinary knowledge in the area of measurement;Pay attention to guide students to understand the commonality and connection of measurement.Suggestions on teachers’ use of teaching materials: do a good job in the reserve of mathematics history knowledge related to weights and measures;Pay attention to practice,and appropriately expand the practice activities in the textbook;Pay attention to the use of mathematical symbols of weights and measures in daily teaching;In the content of weights and measures to pay attention to the penetration of mathematics culture.