Comparative Study On The “Cardinal Number And Ordinal Number” Between Two Different Textbooks

The textbook is an important carrier of course,and the textbook's quality will directly affect the effective implementation of curriculum.Since the reform of the new curriculum,the effectiveness of new edition textbooks has got more and more attention.It can be found that students of grade one in primary school have difficulty in mastering the cardinal and ordinal numbers,from line teachers' teaching feedback.Facing the problems of teaching and learning the cardinal and ordinal numbers in curriculum innovation,this research focuses “the cardinal and ordinal numbers” on the primary mathematics textbooks for grade one between “the Beijing Normal University Edition” and “PEP”,and makes comparative studying of the two versions,in order to provide some reference for the writing and using of the mathematics textbooks.This study compares the two versions of the primary mathematics textbooks from their contents and usages based on literature,comparative and questionnaire method,which reflects the two versions' differences and similarities in the content settings and teaching application effects in the cardinal and ordinal numbers.Among them,the contents of the textbooks are compared from the text contents and exercises,and the textbooks' usage by teachers and students are compared from the straightforward evaluation of the teachers' usage and the students' learning effects.Results show that:(1)the two versions of the textbook setting all focus on the teaching of cardinal number,but it's obvious that ordinal number in PEP take up a larger amount of teaching material than the version of “Beijing Normal University Edition”.When it comes to the teaching requirement,the contents of cardinal number in “Beijing Normal University Edition” are more flexible,the contents of ordinal number are more difficult.(2)The questionnaire report shows that students using the “PEP” edition have better study effects than those using “Beijing Normal University Edition”,the first line teachers expect the writing of textbooks can increase the proportion of ordinal number's contents.To some extent,the contents of the textbooks are related to the students' knowledge.According to the study results,the author makes the following suggestions:(1)arranging the teaching time of zero to ten(0~10).(2)increasing the comparative content of cardinal teaching situation which can meet the students' cognitive characteristics.By contrast with two versions from micro perspective,we get a result which can providesome references for the development of mathematics book.But due to the limits of various factors,there are some deficiencies(such as failing to understand the editor's writing intentions),these need to be explored further.