A Comparative Study On The Contents Of Graphics And Geometry In Primary Mathematics Textbook

As a bridge between curriculum standards and classroom teaching, the textbook is an indispensable tool for teachers and students to teach and learn. The changes in textbooks can directly reflect the changes in curriculum standards. And it also affects the cognition of students. Consequently, the study of textbook is very important. As a city with the right to develop teaching materials, there are commons and differences between Shanghai textbook and other versions of textbooks in the textbook compilation, layout, organization, content selection and other aspects. Through the analysis of different versions of the textbooks, highlighting the advantages and disadvantages contribute to help teachers in classroom teaching. Therefore, with "graphics and geometry" as an example, this paper compares and explores the similarities and differences of the textbooks of Shanghai Textbook and Jiangsu Textbook by using literature, content analysis and comparative analysis method. This paper has drawn a preliminary conclusion.1. The conclusion of the comparison of the curriculum standardThe concept of the two curriculum standards both think mathematics curriculum should face all students, pay attention to the application of modern information technology, establish evaluation system with multiple objectives and methods and organize curriculum content according to the cognition rules of students while they have different view in mathematics learning, mathematics curriculum and learning styles at the same time. The statement is based on the perspective of the students but there are differences in concrete contents. There is little difference in the Graphical Cognition and the Measurement while there are obvious differences in the other.2. The conclusion of the comparison of the textbooks in latitudinal dimensionThe name, page size, publication year and collateral materials of two editions are similar while the copies, pages, authors and consultants and the press are different; arranged in such structure which in accordance with the unit title, examples and exercises generally; covered by four major themes, the Graphical Cognition and the Measurement not only distribute the widest range but also have the most knowledge point while the other is reversed; both from easy to difficult, from simple to complex and in line with the rules of students’ cognitive psychology while the Measurement and the Graphics and Position exist difference in the order of time and content.3. The conclusion of the comparison of the textbooks in longitudinal dimensionThe knowledge of process and methods is different, especially in the theme of the perimeter, area, volume and superficial area; they are both presented mostly by the combined morphology and visual morphology, but the examples are more focused on combined morphology while the exercises on visual morphology; the quantity of the examples of Shanghai textbook is more than Jiangsu while the exercises is reversed; complete more than part of the process; one knowledge point is at most and then is two knowledge points and the least is three or more knowledge points; one method is at most and then is two methods and the least is three or more methods.Except the examples of Jiangsu textbook lack of doing mathematics, the others both contain four cognitive demands; the examples are based on the tape of memorization mainly; the exercises of Shanghai textbook is mainly low levels of cognitive demand while Jiangsu textbook have high levels of cognitive demand as well as low levels of cognitive demand; except the examples of Jiangsu textbook lack of the type of reasoning, the others both contain four answer types; the examples both based on the type of explain while the exercises both based on the type of one answer required, which is determined by the characteristics of the examples and exercises.The contact between the curriculum standard and Jiangsu textbook is more closely than Shanghai textbooks; they both include situational teaching and non-situational teaching which means the structure is complete; the examples in the textbooks have more situational teaching than non-situational teaching; the exercises in the Shanghai textbooks have less situational teaching than non-situational teaching and the Jiangsu textbooks is reversed.Thus, it puts forward to the written suggestions of the two edition of the textbook. Shanghai textbook should build more perfect mathematical learning and training system; select basic teaching contents and connect with the expand contents; high grade should highlight the process and methods and use a variety of methods to solve problem; strengthen ties between mathematics and daily life and improve the mathematical literacy and the ability of practical application; increase the consolidation and reviewing of the unit knowledge. Jiangsu textbook should reduce the number of exercises appropriately; improve the consolidation and reviewing of the unit knowledge so that the unit structure is more complete.