A Contrastive Study Of Open-ended Questions Between Chinese And American Junior Middle School Mathematics Textbooks

The mathematical opening problem originated in Japan and was introduced to China,the United States and European countries,and then there's a lot of research going on.First introduced to China in 1980,then applied to mathematics teaching and so on.In the United States,the study of the open topic of mathematics comes in from ‘problem solving'.Then they translated the results of Japan's 1977 study on open questions into English.So both China and the United States are concerned about opening questions.The teaching material is an important learning material,it is the bridge between teachers and students,and the research on the open questions in Chinese and American mathematics textbooks is of great significance.Research question:(1)Statistics and comparison of the number of open questions in Chinese and American junior middle school mathematics textbooks;(2)Statistics and comparison of open questions presentation in Chinese and American junior middle school mathematics textbooks;(3)Statistics and comparison of open questions types in Chinese and American junior middle school math textbooks.Text analysis framework: Divide the two editions into three corresponding modules,number and algebra,graphics and geometry,statistics and probability.The number,presentation and type of mathematical opening questions are compared.The presentation mode is divided into 6 parts(Examples,Exercises,In-class practice,Do it,Think about it and discuss it.Eviewing and thinking).The type is divided into three parts(Conditional opening problem,Conclusion open question,Comprehensive open problem).Research results:(1)In terms of the total number of open questions,the American IM version is higher than that of Beijing normaluniversity in any module.In absolute quantity ratio,the American IM version is in the same proportion as the content of each module,while the Beijing normal university version is not very consistent.In terms of relative quantities,the average level of Beijing normal university is higher than the American IM version,and on each module,the two versions are different in relation to the average level of the graphics and geometry modules.(2)In the open topic presentation mode,the number of open questions in each presentation of the American IM version is higher than or equal to that of Beijing normal university version.In the proportion of the number of open questions in each module and the proportion of each module content in each module,only part of the Beijing normal university edition is consistent with the proportion of content of each module,while the American IM version only has partial inconsistencies.In relative terms,in addition to the exercise part,the relative quantity ratio of the two versions is consistent with the respective average level.(3)On the type of open topic,the number of open questions in the American IM version is higher than that of Beijing normal university version.The distribution proportion in each type of open questions of each type and the proportion of content of each module,the Beijing normal university edition is not consistent,the American IM version only has the condition open question inconsistent.