Comparison Between China And Singapore Junior High School Mathematics Textbooks Difficult

The role of textbooks in the teachers’teaching and students learning causes more and more attention of the researchers. The difficulty of the teaching material is one of the important issues which the reform of basic education in china needs to consider. Singapore’s mathematics education attracts the attentions of the international mathematics education because of its continuous3times in international mathematics and science education research is in the forefront (TIMSS1996, TIMSS1999TIMSS2003). China and Singapore have similar cultural background; As a result, a comparative study of the difficulty of junior high school mathematics textbooks for China’s basic education mathematics course reform undoubtedly has important significance.Around the comparative study of the difficulty of junior high school mathematics textbooks between China and Singapore, this research mainly divided into three parts. First clear the object of study, problems and data statistical method; Secondly, through the combination of quantitative and qualitative analysis method, from four aspects of the breadth and depth of content,difficulty of example and exercises, five core themes the content—logarithmic and computing, equation, triangle, space graphs and statistics of the junior middle school mathematics teaching material between the two countries were statistically analyzed and comparied; Finally proposed the thinking about teaching material characteristic, teaching material writing and the difficulty model.This research mainly got the following conclusions:(1) On the breadth of textbook contents, the proportion of Number and Algebra in PEPM textbooks of China is significantly lower than in "new maths". But the proportion of graphics and geometry in PEPM textbooks is higher than in the "new maths". In probability and statistics, the proportion of statistics in Singapore math textbooks is almost2times of PEPM textbooks in our country.(2) On the depth of the teaching material contents, the mean value of knowledge representation, triangle and statistics module in China PEPM textbooks is slightly higher than in the "new maths"; number and operations and space graphics modules of PEPM textbooks in China are just below the "new maths"; equation module in both countries is closed to each other. Except the equation module, the mean value of representation of concepts and propositions of the other modules in "new maths" is slightly lower than in PEPM textbooks of China.(3) On the comprehensive difficulty of examples, the difficulty in various factors in PEPM textbooks of our country is higher than in the "new maths". But the disparity in the background and requirement level is not obvious; Knowledge content is of the greatest diffience. The comprehensive level of knowledge of examples in China PEPM textbooks is slightly higher than in the "new maths".(4) On the comprehensive difficulty of exercises, the difficulty of exercises on requirement level in PEPM textbooks of china is higher than in "new maths". The difficulty of exercises on the knowledge content is about than in the "new maths". And the difficulty of exercises in the background is almost same between the two countries.In general, relatively, on the difficulty of the content of the teaching materials, number and algebra, PEPM textbooks of China is" narrow and shallow "," new maths "is" broad and deep "; Graphics and geometric field, the PEPM textbooks in our country is "broad and deep","new maths" is "narrow and shallow"; Statistical domain, PEPM textbooks in our country is "narrow and deep","new maths" is "broad and shallow".On the difficulty of exercises, the comprehensive degree of exercises in PEPM textbooks of China is slightly lower than in the "new maths", and the thought depth of exercises is slightly higher than in "new maths". The application degree of exercises is almost no difference between the two countries.