A Comparative Study Of Primary School Mathematics Textbooks In Mainland China And Hongkong China

The researchers of mathematics education in China have studied on the textbooks widely, since the new curriculum reform. It includes not only the uni-directional study of the domestic textbook, but also the deeply comparative research on other countries’ textbooks.This paper is illustrated by the example of the Grade Three mathematics in primary school with the Beijing Normal University edition and the 21 st century modern mathematics edition. In this paper, I draw up the research framework by summarizing my views through reading and understanding a great of literature and datum, and make a comparative study of two different editions of the textbooks by using comparative methods and literature analysis method. This paper is divided into three main parts. The first part is a comparative study of the contents of two editions of the textbooks. At the same time, it introduces the general situation and learning content division of two editions of the textbooks and gives a comparative analysis of the similarities and differences of two editions of textbooks from four aspects including “Number and Algebra”, “Graphics and Geometry”, “Statistics and Probability”, “Synthesis and Practice”. The second part is a comparative study of the presentation mode of the two editions of the textbooks. It includes the comparison with writing styles, the column settings, the situation types, and the history of mathematics. The third part is the conclusions and recommendations of the study. It draws a conclusion from two aspects. The first aspect is the comparison of the content of the two editions of the textbooks. The second aspect is the comparison of the presentation mode of the two editions of the textbooks. According to the above, the following suggestions are put forward. Firstly, deepen the connotation of the textbooks call for the return of the traditional culture. Secondly, provide abundant materials and more hands-on ability training. Thirdly, enrich the function of the textbooks and more diverse columns. Fourthly, instill the regional culture and show the life situation with the regional characteristics. Fifthly, the infiltration of mathematical culture and pay attention to the layout of the content of the history of mathematics.There are a lot experience on textbooks compilation which can be learned from each other because of the same purpose on education in the mainland and Hong Kong. Therefore, I hope to provide some suggestions for the compilation or teaching of our primary school mathematics textbooks through the comparative analysis of the two editions of the textbooks.