"Suke Version Of" Junior High School Mathematics Textbook Illustration Features Analysis And Use Research Status

In the context of teaching and learning, illustration in the textbooks can depict knowledge in direct and active way. As a result, it serves as an addition to provide information that is hard for students in middle school to grab in the way of reading characters. Relevant research is scattered and week in pertinence in China.The paper focus on the features of illustrations in mathematics textbooks used in Jiangsu province (JMT) and concrete strategies of how to use them. Via literature review, questionnaires and statistical research method, the current situation of the usage of illustrations in mathematics textbooks used in JMT is mapped out. By analyzing a large number of illustrations, types and the usage of the illustrations in JMT are induced. By carefully analyzing and reflecting the problems, the researcher put some suggestions upon how to use illustration. The conclusions of research are as follows:(1) According to the type of organization, the illustrations in JMT can be classified as follow:independent illustration, divergence illustration, sequence illustration, multilevel illustration. According to function, the illustrations can be classified as follow:decorative illustration, providing data information illustration, mathematical experiment exploration illustration, inspiring the math thinking illustration, revealing math concept or math model illustration. According to the position in the textbook, the illustrations can be classified as follow:illustration in the beginning of the chapter, within the text, and column illustration.(2) The function of illustration in JMT contains that:activate students’ motivation and interest for learning; cultivate students’ abilities on mathematics thinking; indicate the connection between mathematics and daily-life; cultivate students’ the sense of the beauty of mathematics.(3)The questionnaires were used in investigating students and teachers who use JMT,②The detail of illustrations in JMT is concordantly approved by both students and teachers, especially the former.②The teachers can hardly form a comprehensive understanding of illustrations.③The situation that teachers use illustrations varies.(4) According to results from investigation and interview, suggestions about how to use illustration are given to both textbook designer and in-service teachers.①Suggestions for those who compile and write textbooks are:illustration designing and compiling should based on standard, students’ cognitive style, characteristics of times, concrete mathematics content and region. Besides, the consistency on style of illustration, and the respect on teachers’ and students’ advices are worth considering.②Suggestions for those who use illustrations are:changing ideas on teaching and learning, paying more attention on the differences among students and illustrations should be used as a tool for teaching rather than objection.