| The mathematics textbook is an important component of the math curriculum, it reflects the mathematics curriculum and the new math curriculum design concepts,new ideas directly, it is an important resource for students to gain knowledge. The quality of math textbooks will directly affect the quality of its curriculum and the overall quality level,and thereby became an important factor for the quality of math education. However,the construction and evaluation of mathematics textbooks is very important for its theory and practice. The purpose of this study on the Beijing Normal University Press, East China Normal University Press,People's Education Publishing House of compulsory education curriculum standards ? experimental mathematics textbooks (seven - ninth grade) is about a number of issues in the construction and evaluation. Specifically,the following four issues are analysised: What are the characteristics of construction in three versions of the mathematics textbooks? What similarities and differences exist in the construction of three versions of the math textbook chapters? What is the view for teachers and students of the three versions mathematics textbooks? How to use fuzzy math method to evaluate the quality of textbooks?This study does a certain degree of carding about the research results of the construction and evaluation of mathematics textbooks , formats the theoretical framework of construction and evaluation of a math textbook, investigates the characteristics of the construction of mathematics textbooks as well as the similarities and the differences which exsists in specific sections by comparative Analysis of the contents,classroom observation and interview, then establish a method of using fuzzy math to analyze and judge the quality of mathematics textbook model in the analysis of relevant factors, as well as on the basis of previous studies.The main objects of this study are three versions of the math textbooks,167 math teachers, 60 junior high school students. Designing and using four tools to access related information by static evidence collection and dynamic evidence collection. Quantitative methods have been used to analyze the data from the math textbooks and the survey in order to access the information about the construct,the evaluation from the teachers and students of mathematics textbooks; Qualitative methods have been used to access the information throngh the answer to the question from the questionnaire ,the classroom observation and the interviews ,so that we can analysis the characteristics of construct and evaluation of mathematics textbook as well as the quality issues.Some of the major conclusions are accessed by this study ,they answere the four research questions from different levels.For questions 1, What are the characteristics of construction in the three versions of the mathematics textbooks? Generally speaking, there are differences in the same.This study found common ground through analysising the three versions of mathematics textbooks:1. Three versions of the mathematics textbooks are summarized by model construction,which is described in the construction of orientation, construction of the basic starting point is based on the cultivation of awareness of the students and in improving their ability to understand, based on the"standard"concept, curriculum objectives, content standards, and the implementation of the proposed construction. It is a construction in discovery, to change the way of accepting blindly, open the learning scenarios constantly, inspire the students's learning enthusiasm by the manner of criticism and inquiry. It is good for students to development mathematical thinking as well as better teaching for teachers.2. Three versions of the math textbook is used spiral and"mixed"form to set up the textbooks structure.3. Three versions of the mathematical textbook is based on the problems and understanding to construct.4. There is change in the text information on the expression in three versions of the mathematics textbooks.5. Three versions of the mathematics textbooks attach great importance to the process of teaching and learning guidance, advocate the learning ideas which are hands-on, independently explore and learning cooperation, creat a proper space of problem for studests by setting up numerous math activities columns.Although the different versions of mathematics textbook reflect a number of common ideas and thinking in content, structure, form and function , but there are differences withina. Difference is found:1. There are some differences in the settings of three versions of the math textbook chapters (such as the North division version of Chapter 38, East China Normal University Press of Chapter 30, People's Education Publishing House of chapter 29), the preamble describes style, the important mathematical activities installation columns,the configuration of exercises, logos, illustrations and presentation.2. Three different versions of the math textbook chapters have differences in the structuring of the order, the structure of each chapter has obvious differences.3. Three versions of the mathematics textbooks have different treatment in the expression of specific words and language description ,each version has different treatment in a same concept, formula and theorem.4. Three versions of the mathematics textbooks have large differences between convergence of sections, and also have differences in the seduling of exercises. For Question 2, what are the specific similarities and differences in the construction of the three versions of the mat h textbooks's chapters?It comes to the conclusion that there exsists common points and significant difference in the three versions of the math textbook chapters.Through the comparative analysis of three editions of math textbooks,we find:1. The proportion which the contents of each chapter in the three versions of the math textbooks are not the same, but it all around the core concept of this chapter, the main ideas and methods to show.2. In the important columns setting of math activities,the same columns in the three versions of the math textbooks are"examples, exercise and reading materials."In addition, different versions have different column settings, the focus that they stressed are not the same.3. On the distribution of the illustrations (or table) ,the density of each chapter in the three different versions of the math textbooks are not the same.4. In Key words, the three different versions of the math textbooks have some same points in certain sections ,such as quadratic function,and rather scattere in some sections, such as data collection and processing, the key points of each other are different.5. In the distribution of patterns, Questions are in a higher proportion of all, from one aspect, we can see that three versions of the mathematics textbooks attach great importance to the cultivation of student awareness of the problem.6. In the distribution of problems density and the target issue, three versions of the mathematics textbooks are different in the density,the source issue and the target issue of the three chapters.For Question 3, what is the view of teachers and students of the three versions of mathematics textbooks?The conclusion is that there is a common understanding and some differences in the cognition of the math textbooks.The common is the teachers and students have a high degree of identity of mathematics textbooks.It reflecte from the questionnaire 1, the questionnaire 2, the questionnaires 3 and the different perspectives from the interviews.The questionnaire 1 requir teachers to give a evaluation from two aspects which are specific and macro, the results of two surveys are the same,and the two results are highly linear correlation (correlation coefficients are more than 0.8 ).The survey of teachers'impression to the mathematics textbooks from questionnaire 2 are mainly the same as the evaluation from questionnaire 1,the recognition is high too,the reason is closed to the most satisfactory answers from questionnaire 1.The differences mainly reflect in the order of chapters,the settings of exercises,the main columnsand the teaching methods,for example, some teachers think the structure of chapters are reasonable,but some consider it to be unreasonable; some teachers like to think, do a do, discussion, cooperation and exchange,but some don't like; some teachers think exercises are right, but the majority think they are much less, most of the students recognized the educational value of the textbooks.For question 4, how to use fuzzy math method to evaluate the quality of textbooks?It is concluded that the scientific methods of quality evaluation are more conducive to form a proper understanding of mathematics textbook concept.This study established the fuzzy comprehensive evaluation mode to the math textbooks, it is concluded that the three visions of mathematics textbooks have a good quality by using the model 1; By using model 2(the fuzzy math comprehensive evaluation model to order the quality of the mathematics textbooks), it is concluded that the order which the three math textbooks have in the quality is: Beijing Normal University Press,People's Education Publishing House, East China Normal University Press.The study found that the math textbooks showing the innovation trend has become apparent portrayal of mathematics textbooks, although the road is full of innovative twists and turns, controversy and criticism, but its purpose is to prepare more suitable mathematical textbooks for students and teachers.This study attempte to explore the construction and evaluation of the mathematics textbooks from a broader perspective, expose the construction of the mathematics textbooks and the true meaning of the relevant concepts systematically around this central goal, through the perspective of philosophy, culture, education, math and technical to analysis the theoretical foundation of mathematics textbooks'construction,want to find a technical line for the mathematics textbooks'construction through analysising the specific sections of the textbooks.At the same time, we hope that a certain degree of assessment could be arranged, empirical supports could be supplied for the construction and evaluation of the mathematics textbooks, also want to guide the attention to the study of the theory of mathematics textbooks, do better meet in the macro perspective of the nature of mathematics textbooks, but also interpret each and every detail of the mathematics textbooks in the micro level, in order to fully promote thetheoretical study of mathematics textbooks deepening.
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