Comparative Study On The Statistical Content Of Mathematics For Senior Middle School Between China And America

In recent years,the comparison of curriculum standard and textbook has becomea hot topic for scholars.The comparative analysis to different curriculum standard andtextbook from different countries can promote the development of all aspects of theMathematics Education.This paper compares and studies the curriculum standard andthe statistics content of textbook,and the comparison of materials is from threeaspects: the organization of textbook, the structure of content and the setting ofexercises, through literature method, comparative method and statistical analysismethod,this article compares the high school statistical content of mathematics ofChinese 《People’s Education Press》with that of American 《Core-Plus-Mathematic》.This article aims to put forward some valuable suggestions on statisticalcontent editing of high school mathematics for our country through the study of thetwo versions.By comparison,the following are the four research conclusions of thispaper:(1) From the curriculum standards,the content is more detailed,in the teachingmaterials, pay more attention to the penetration of mathematical thinkingmethods,pay more attention to the application of modern information technology inthe teaching materials,and at the same time the ultimate goal is to solve the problem.(2) From the perspective of textbook organization, the column of Chinesetextbook is relatively abundant, while the column setting of American textbook issimple; but the Chinese textbook is a little bit tedious, while American one is more’refined. Our countrys textbook need to integrate some of the columns, and at thesame time strengthen the application of information technology in teaching;(3) In terms of the knowledge presentation of the textbook, the knowledge of"statistical content from mathemati“cs textbook of Chinese People’s Education Pressis systematical； while American “Core-Plus-M"athematic is to strengthenknowledge and the internal logic, and has the comprehensive presentation. Inaddition, the American textbooks pay more attention to students’ practical experiments,cultivate students’ innovation ability, and have the development and review ofknowledge;(4) From the set of examples and exercises, the amount of exercises inAmerican textbooks is significantly more than Chinese, and has more detailed levels; in terms of difficulty, the American exercises are more difficult than Chinese ones, theUnited States focuses on the application while China pays more attention to thecommand of basic knowledge.Based on this research, some suggestion have been given for the writing oftextbooks: first,the integration of modem information technology should bestrengthened; second, to develop the divergent thinking and the innovation ability ofthe students, the inherent logic between content writing should be strengthened; third,the content of textbooks should be refined;forth,the textbooks should tend tocomprehensive arrangement;fifth,the problem sets should add layers;finally toincrease contact with other knowledge systems.