A Contrastive Study Of The Difficulty Of Function In Chinese And British High School Math Textbook

Nowadays great attention has been paid to the foundation of mathematics education,whose applications widely affect the development of other disciplines. It is also anindispensible tool for people who are engaged in productive labor, who are learning, etc. Inmany countries, mathematics curriculum has been designated as a compulsory course, somecountries as its core curriculum or course. As is known, the educational level in Britain isleading in the world and the study of the science of mathematics is more thorough and veryfruitful. Mathematics education in Britain is very open. A lot of successful and longaccumulated experience also has significance for the reform of mathematics education inchina. Mathematics education research in our country gradually develops from practice totheory which is constantly becoming scientific and systematic. Because the research oneducational principles and mathematical case is more emphasized in Chinese mathematicseducation, many teaching methods are summarized, although the "accumulation of quantity"is abundant, the" qualitative leap" is not much. Therefore a big topic of mathematicseducation in China is to strengthen the mathematical education by combining theory withpractice. Secondly, the research team of mathematics education in our country is very limited,a large number of teachers was not involved in the study of mathematics education.Furthermore, knowledge of basic mathematics education in China focuses more on thefoundation for further study, but not the application of measuring, calculators and statisticalprobability knowledge. The most important task of mathematics education is to teach it as aculture, to treat it as the cultivation of a concept and to reach a consensus that massmathematics plays an important part in our daily life.Recently, one of the main fields of education research is a comparative study. Under thediscipline of mathematics, China and other countries have researched a lot on textbooks orcurriculum. Mainly from the perspectives of curriculum standard, teaching purpose, teachingmaterials, teaching content, research technique and research conclusion, this paper aims tomake a contrastive study of the difficulty of Chinese and English algebra in high school mathteaching. The two types of material selected are representative textbooks, they are the Chinesepeople’s Education Publishing House of science high school mathematics compulsory one andrequired four A version of the textbook and teaching in2006June the British University ofCambridge press AQA, Edexcel and OCR two-tier GCSE mathematics higher1, higher2.Due to the relatively clear division of functions between the two mathematics textbooks, thispaper mainly makes a comparison of the degree of difficulty between the two high schoolmathematics textbooks and finally reaches an conclusion.