A Comparative Study Of Probability And Statistics Content In Chinese, American And Singaporean Senior High School Mathematics Textbooks

With the development of moderm society, the probability and statistics requirements have gradually increased. The probability and statistics content in the high school Mathematics course is an important part of the curriculum reform. While what content the probability and statistics in other countries is relates to,with the only comparative study,we can find our advantages and disadvantages.And we can use the advantages to further deepen our statistics and probability content, promoting our country middle school mathematics education.The paper is a comparative study on the statistics and probability which is selected from five sets of in Chinese, American and Singaporean high school mathematics textbooks.The testbooks selected in china were published by the Chinese People’s Rducation Press (referred to as CTA) and the Shanghai Education Press (referred to as CTB). The selected textbooks from America were Published by Prentice Hall (referred to as ATA), and Wright Grooup/Mcgraw-Hill Press which belongs to the Chicago mathematics project (referred to as ATB). Finally Singaporen textbooks Published by Panpac Education Press (referred to as ST). This paper puts forward the following problems:(1) What emphases do selected textbooks have in selecting probability and statistics for teaching and learning both across and within the three education systems?(2) What approaches do selected textbooks use in presenting the content of probability and statistics for teaching and learning both across and within the three education systems? How to import the important knowledge?(3) What performance expectation do selected textbooks have for students both across and within the three education systems?The author uses the horizontal and vertical dimension, containing background information and the overall structure in the horizontal aspect, including the communication with students, the requirements to students and contact. A total of5classification of framework be investigated the opportunities which the textbook provide students with. The5classifications contain25sub categories, especially for curriculum requirement, overall knowledge of order and content, specific tasks in the process, relevant examples and exercises to achieve the expectation et.al. They are analyzed to compare the content similarities and differences in statistics and probability of Chinese, American and Singaporean senior high school mathematics textbooks.The study found that:(1) In textbook content, Chinese CTA, American CTB and ATA is very similar to the knowledge of probability and statistics, and the American ATB content is more comprehensive, profound. ST in statistics content is more comprehensive, relative to other textbooks.(2) In the knowledge representation modes, Chinese CTA, CTB and Singaporean ST in columns, graphical representation, the task background is no more than American ATA rich. In the use of new technology, ATA laid emphasis on the network learning, and Singaporean ST focus on the use of calculator. Chinese CTA and CTB on the use of new technology is not much.(3) In the task of integrity requirements, the difference is insignificant, only the ATB containing the part answered and unanswered task. In the task process method,CTB and ATA provides more solution, but ST and CTA,CTB respectively on the calculator and artificial computation. On the questions to answer type and the cognitive task requirements, The ATB and ATA textbooks have more diverse levels. The Chinese CTA, CTB and Singaporean ST on the mathematical process, interpretation and reasoning is more required for students. However, ATA on the cognitive demands is overall lower. In particular activities and ideas, The United States ATB reflects wide, and the other has not significant difference.The results show that the American ATB in various aspects, provides students with the opportunity to learn more, and others have emphasized respectively. There is more similarity between the textbooks from the same country. To understand the cross country or region The result shows that in order to understand the cross country or region in the teaching and students’achievement in different textbooks, examination is necessary.