Comparison Of Mathematics Textbooks In Primary Schools In China And Singapore

This paper selects the primary school mathematics textbook of Singapore and our country,and compares the contents of "area and perimeter" as an example,focusing on the following problems: What are the similarities and differences between the contents of "area and perimeter" in the two textbooks? What are the similarities and differences in the setting of examples in the two countries' textbooks? What is the difference between the cognitive level of exercises in two textbooks?Based on previous studies,researchers constructed the comparative framework of this paper.Based on this framework,we compare the mathematics textbooks and curriculum standards between the two countries.Horizontally,we compare the layout characteristics of "area and perimeter" contents from three dimensions: content distribution,setup and presentation.In the longitudinal way,we compare the two dimensions of the students' guidance and the students' requirements from the textbooks of the two countries,namely,the comparison of the setting of the textbook examples and the mathematical cognition of the exercises in the two countries.The following conclusions are obtained by comparison.First,the characteristics of the arrangement.In terms of content setting,the content of "area and perimeter" of the two edition of the textbook is basically the same.In terms of content distribution,the content of "area and perimeter" of the teaching material in Singapore is slightly higher than that of the Chinese teaching material.Our textbooks began learning "area and perimeter" early for a semester.In terms of content presentation,the column settings of Singapore teaching materials are more abundant.Second,the setting of examples.As for the situation type contained in the examples,Chinese textbooks are more abundant than those in Singapore;in the solution of the examples,the textbooks in our country pay more attention to the diversification of the examples,and in the openness of the examples,the textbooks of our country pay more attention to the conditions of the examples and the openness of the answers.Third,the mathematical cognitive level of the exercises.The proportion of low cognitive problems in the teaching materials of Singapore is higher than that of China's textbooks.The higher cognitive level in the textbooks in China is more important than that of the Singapore textbooks.