A Comparative Study On The Characterization Of The Example Framework Of Chinese And Australian Junior High School Mathematics Textbooks

International comparisons in mathematics education has become a hot topic,and comparison on textbooks is an important part of it.The textbook plays an important role in mathematics teaching and learning.Worked examples are the most important part of junior high school mathematics textbooks,and the epitomized embodiment of their teaching properties.Despite the existing large amount of books and papers on textbook comparison,nobody has done any research on the omparison of sample questions in textbooks between China and Australia.Breaking through from this point,this paper compares the module ofsample questions in different versions of math textbooks between China and Australia.The framework of worked examples for text analysis includes 7 categories: situation tendency,type of illustration,processing mode of knowledge,solutionphase,openness,communication guide,dialectical thinking.The study has shown that:(1)Judging from the overall structure,MQGM textbook is more informative,and there are notes on the left and right sides of the page to attract the attention of students.(2)Judging from the cognitive characteristics of the content,two version of the textbook are focused on situational settings linked to the actual life,the forms can be illustrated on,andthe PEP to get to know more new examples.(3)Judging from the content problem solving,two sets of textbooks in the problem solving phase is more perfect,more open than the MQGM version of the version,learning ways to promote dialogue and exchange,to encourage hands-on work to solve the problem.According to the conclusions,the author offers some specific suggestions on the content compiling of sample questions to the PEPmath textbook:(1)Enhanced examples and mathematical situations and other situations discipline situation,pay attention to discipline development(2)Increase in the proportion of examples containing review stage,promote student reflection,improving problem-solving stage(3)Increasing in open problems and to cultivate students' divergent thinking and thinking habits.