Comparative Study On Chinese And American Mathematical Teaching Materials

This study selected the statistics and probability section from Chinese PEP edition high school mathematics teaching material and American CPM edition high school mathematics teaching materials as the research objects. Thro ugh the comparative analysis of static text, using the method of literature analysis,comparative research, quantitative statistics, the article focuses on the comparison of the following aspects:the contents of the two versions statistics and probability basic concept,the structure of the textbook chapters, main content and sequence characteristics, problem sets, displayed choices (presentation, quantity, cognitive level, the difficulty) etc. Finally draw the following conclusions:First, from set up of the basic concept, the two versions are emphasis on statistics and probability contents should be linked to real life situation, and pay attention to the cultivation of statistics and probability method,but the teaching material of PEP pay more attention to the systematic mathematical knowledge,and CPM attaches great importance to mathematical knowledge acquisition process and the integration of mathematical knowledge with modern information technology.Second, from the point of section structure characteristics, teaching materials of the two countries in accordance with "the first chapter-un-con-summary" of the main line, teaching material of PEP has a rich columns, CPM focus on "Mathematical Investigation" and the issue throughout the total teaching materials.Third, from the main content and arrangement character,CPM textbook have a rich content than what PEP textbook is in statistics and probability;The two versions tend to spiral arrangement characteristic, but the knowledge arrangement of PEP textbook is step by step and organized chronologically, focuses on the knowledge of the complete system;the knowledge arrangement of CPM textbook is comprehensive choreography,and is also a progressive layers of the progressive,focusing on the students’cognitive regularity.Fourth, from the point of content rendering characteristics, it has a great difference between the two versions.Teaching material of PEP pay attention to the integrity and systematicness of knowledge, emphasize on the use of knowledge.CPM teaching attaches great importance to the process of the occurrence and development of knowledge, give priority to mathematics inquiry,keep a watchful eye on the students’experience and participation.Fifth, from the point of problem sets characteristics, the exercises from Chinese PEP edition high school textbooks are fewer abundant in higher cognitive level, which makes them better from the perspective of difficulty and pay attention to basic.While the exercises from CPM edition textbooks are represented in various ways and redacted in different levels and the cultivation of higher cognitive level,whereas are also more difficult.According to the comparison results, we get the following enlightenment:First, appropriately increased probability statistics knowledge, strengthen the relationship with other mathematical knowledge;Second, pay attention to inquiry activity,emphasis on mathematics communication;Third, attach importance to the problem of hierarchical design, appropriate to increase the number of problem sets, especially increase the high level of cognitive exercises;Fourth, pay attention to the diversification of problem sets background,and give expression to life and cultural value of mathematical;Fifth, to strengthen the infiltration of modern information techno logy, and increasing mathematical knowledge with the integration of information technology.