Probe Into The Study Subject And Tendency Of Elementary Mathematics Teaching Of Ameican And China Under Comtempraru Era Through Word Frequency Analysis

New policies are made in teaching and learning of elementary mathematics by both American and China which accelerates the development of elementary mathematics. Based on the well known study backgrounds of China and America, the writer uses the way of word frequency analysis to anlysis almost twenty thousand papers which are from the year 2001 to the year 2015 on elementary mathematics from the two views: vertical analysis and horizontal analysis.The vertical analysis states that there are different features between Chinese elementary mathematics and American mathematics in relative questions, for example: In China, the research hotspot are mainly classroom teaching,problem solving during teaching、basic knowledge and ability and active experience、curriculum standards being the direct guide to action and model. In comparison, the characteristics of American elementary school mathematics study are: It is generally more concerned about the mathematics achievement, and a greater emphasis on learning strategies and teaching methods.Horizontal analysis section sets out the differences of the primary mathematics teaching research between China and American. In the core keywords, Chinese researchers focus on "primary mathematics materials", "Teaching record", "classroom teaching"; the United States focus on "student", "school", "problem solving", "classroom." In popular keywords section, main keywords of China is "experimental textbook", "rules of arithmetic", "problem solving"; while the United States are "teacher", "knowledge", "achievement", "teaching method." Hot key words of primary mathematics research of China are "learning process", "operating activities", "specific situation"; the United States are "pre-service teachers", "computers", " technology education", "mathematical concepts." Keywords of future research trends are "symbolic-graphic combination", "mathematical thinking", "ability of thinking "; the United States are "teaching effectiveness", "motivation", "math anxiety", "reform."Detailed comparison finds that the main reasons for the differences and trends relating to the concern of primary mathematics of China and the Unite States: different impacts of evaluation of mathematics organized by international organizations、fundamental difference in the overall quality of Chinese and American researchers 、essential difference of elementary mathematics course and educational policy、elementary mathematics research of the United States is influenced more by modern information technology. However, the trend of Sino-US convergence and integration of primary mathematics teaching and research is obvious. This is not only unified with the primary school mathematics curriculum goals but also consistent with the discipline of history and logic of their own development aspirations. In the future, there must be a phenomenon that information technology and curriculum integration, research tends to be more refined in this area.Of course, in addition to the above examples, the benefits of this comparative study can at least at the theoretical level, the method level and means to make a more detailed illustration: this topic is significant to the promotion of primary school mathematics teaching and research which is worthy of further deepening research.