Comparison In The Field Of "Problem Posing"on Junior High School Between Chinese And Japanese Mathematics Textbooks

Problem posing is becoming a focus point in mathematics education. Through a comparative study of Japanese " New Mathematics " junior high School mathematics textbooks published by " Tokyo-shoseki " in2011and Chinese junior high School mathematics textbooks published by People’s Educational Press in2004, we found something in common:the percentage of problem-posing tasks in both the two countries were low, and mainly made up of conjectures. The percentage of problem-posing tasks in different grades from high to low were grade8, grade7and grade9in both the two countries, and the percentage in grade8were similar. According to different content areas, problem-posing tasks were divided into four content areas and the percentage from high to low were number and algebra, geometry, function, statistics and probability in both the two countries, and the percentage in number and algebra were similar. Problem posing after questions, prerequisite lacking problems, problem posing in examples, exemplifications and communications in problems in both two countries were few. We can also find some differences. The distribution of problem-posing tasks between two countries in types, sections, content areas, spaces and problems with tables and graphs were clearly different. Compared with Chinese, there were more result given tasks in Japanese textbooks, in which problem-posing tasks were mainly in the section of class exercise, and more equally distributed in different content areas. In addition, there were special units about problem-posing in Japanese textbooks, and problem-posing tasks in Japanese textbooks explored deeper in real-life subjects, and had more colorful forms. There were also differences in how to view problem-posing and the description of it’s process in Chinese and Japanese mathematics curriculum standards.We can get a great revelation from the comparison. Mathematic proving shouldn’t be ignored, we should help students in problem-posing by assessing and supporting their communication, the types and forms of problem-posing tasks should be broadened, and we should make full use of the real-life subjects in problem-posing tasks. Problem-posing tasks in mathematics curriculum standards should be concretely discussed.