The Comparison Of Shanghai And The United States Of California Primary School Mathematics Geometry Curriculum

Study on international education evaluation institutions that mathematical learning content is tolearn what kind of mathematics and mathematics achievement has the very big relations, namely themathematics curriculum what had decided in the very great degree students’ mathematics achievement.There is a big difference between the eastern and Western mathematics curriculum, which is likely tocause the difference in math achievement directly and one of the most important reasons.Acomparative study of China and the United States during the same period of course, from the UnitedStates of America curriculum reform experiences and lessons learned, can make the mathematicscurriculum reform in our country to avoid detours, can also explore the American textbooks successfor me, make our country especially in Shanghai the two curriculum reform constantly improved andperfected.Through the literature we find research on primary school mathematics geometry curriculummostly stay on course standard interpretation and deconstruction, the more time we take thecurriculum standards between different versions of the comparison, or speak generally extractmaterials.Mathematics is a basic form of mathematics curriculum idea, is a bridge connecting themathematics curriculum and teaching, it is not only the carrier of mathematics curriculum is animportant basis for teaching and learning.Our predecessors have on the mathematics textbook structure, textbook publishing and use aswell as textbook multicultural characteristics are compared and researched to some extent. This articlewill Shanghai primary school mathematics textbook (the paper if not specified, the textbook refers totextbook) and the United States of California primary school mathematics textbook (MathematicsCalifornia) in comparison with the corresponding grade one by one. In this paper, the breadth ofcurriculum, the curriculum difficulty, the curriculum structure, education, mathematical methods ascomparison model and from the cultural background of the two countries, education idea, educationlevel and other aspects to analysis.The study found that California primary school mathematics textbooks in the United States(referred to as: the characteristics of geometry) is rich in content: pay special attention to culturalheritage; between knowledge structure in accordance with the laws of cognition, knowledge ofstudents and knowledge difficulty span is small, is conducive to the students; teaching content in the form of pictures show, cultivate the abilities of students; pay attention to manifest educationmathematics thinking method, pay attention to mathematical methods used in mathematics learning inthe training of outstanding students dialectical thinking.Primary school mathematics textbooks in Shanghai (hereinafter as Shanghai EducationEdition) features: content is relatively streamlined in line with international standards; knowledgepoint laying intrinsic logical arrangement, in line with the development law of the discipline, betweenknowledge and knowledge of the difficulty of large span, high requirements for students; teachingmaterial content more streamlined need teachers higher mathematics ability and teaching ability,abstract thinking ability of students demanding; pay attention to training the students’ abstract thinkingand logical reasoning ability.The two version of the same point is: emphasize consistent with their curriculum standards,emphasizes the cultivation of students’ visual thinking, the emphasis on the practical knowledgetraining, students estimation ability of geometry, emphasizes the student-centered, emphasizing tosolve practical problems with the knowledge of geometry.This paper aims at comparing Shanghai and California primary school mathematics textbook,reveal differences in both geometry curriculum goal, curriculum content and teaching materials. HopeShanghai edition textbook can properly adjust the geometric structure of knowledge, make it more inline with the law of students’ cognition can reduce the difficulty of textbook; manifest strengthenmathematics thinking, mathematics method can better improve the effect of teaching; strengthen thegeometric model of learning can not only deepen the geometric knowledge more mathematical abilitytraining students; presentation way more intuitive, increase interest in the content, increase thereadability of the textbook to let children love to watch the math book.