| Mathematics textbooks are the key to mathematics teaching and an important carrier of teaching.Complex numbers are a part of the main line of geometry and algebra in high school mathematics.In 2018,the Ministry of Education issued the "General High School Mathematics Curriculum Standards(2017 Edition)".Under the guidance of the new curriculum standards,the content of plural numbers in high school mathematics textbooks of the People’s Education Press has changed.This study compares the content of plural numbers in high school mathematics textbooks published by People’s Education Press in 2004 and 2019.The author adopts research methods such as literature analysis,comparative research,and quantitative analysis to conduct a comparative study of textbooks from the perspectives of "quality" and "quantity".On the basis of analyzing the new and old mathematics curriculum standards,the author conducted a comparative study of the new and old textbooks from the aspects of textbook chapter setting,textbook arrangement style,column setting,textbook title setting,textbook difficulty,etc.,and summarized the changes in the plural content of the new and old mathematics textbooks,providing reference for mathematics teaching in frontline high schools.The author has drawn the following conclusion through research: the differences in the requirements for plural content between the new and old mathematics curriculum standards are specifically reflected in: firstly,the new curriculum standards have changed the learning requirements for the meaning of plural geometry from "understanding" to "understanding".Secondly,the new curriculum standards emphasize understanding complex numbers through the solution of equations.Finally,the new curriculum standards have added the content of plural trigonometric representation.In short,the new curriculum standards have increased the learning requirements for plural content.Under the guidance of the new curriculum standards,teachers should attach importance to the educational value of plural content and guide students to improve their mathematical core literacy in the learning process.The differences in the plural content between the new and old versions of mathematics textbooks are reflected in: firstly,in terms of the knowledge content of the textbooks,the new textbooks propose several knowledge points involved in the old textbooks: imaginary numbers,pure imaginary numbers,and the modulus of complex numbers as the core concepts.At the same time,the new textbooks add the content of complex triangle representation compared to the old textbooks.Secondly,in terms of textbook title setting,the new version of the textbook has a larger number of titles.The author quantifies the difficulty of the new textbook title as 22.6,while the difficulty of the old textbook title is 7.The difficulty of the new textbook title has significantly increased.Once again,in terms of column setting in the textbook,the new version of the textbook has set up more thinking and exploration columns,reflecting the importance placed on students’ mathematical thinking process.Finally,in terms of course difficulty,through the course difficulty model,the author quantified the course difficulty of the new textbook’s plural content as 3.6975,while the course difficulty of the old textbook’s plural content was 2.9.The course difficulty of the new textbook’s plural content has significantly increased.Finally,the author provides some suggestions for teaching plural content based on the conclusions drawn from the research. |
