| Mathematics is an abstract discipline,and the representation of mathematical knowledge is the key to compiling textbooks.The reasonable representation of knowledge on textbooks is beneficial to the intuitive visualization of abstract mathematics knowledge.Hong Kong has absorbed the experience of the UK in compiling textbooks,but China's research on textbooks in Hong Kong is relatively weak.Thus,this study selected Southwest China Normal University Press edition textbooks and Hong Kong edition textbooks to conduct comparative analysis of the similarities and differences between two editions on the mathematics knowledge representation and absorb writing experience and strengths from Hong Kong textbooks in the textbook knowledge representation to provide valuable reference meaning in revising and improving textbooks in mainland and teachers' processing of textbook knowledge representation to optimize teachers' teaching method and promote the development of Mathematics teachers.This paper adopts research methods of literature research method,text analysis method,case analysis method and comparative research method etc.Based on the meaning of Mathematical representation,the comparison frame of textbook knowledge representation was established to carry out static comparison of form,diversity,and correlation between the Mathematical knowledge representation of textbooks by Hong Kong edition and Southwest China Normal University Press edition,and then in the form of translating classroom video of mainland and Hong Kong teachers into text to make statistical analysis of two teachers' application of textbook knowledge representation in algebra and geometry class to conduct the dynamic comparison between the textbook knowledge representation and finally the reference suggestion were put forward to the writing of textbook in our country according to the research results.The conclusions of this research are as follows :(1)in regards of the knowledge representation form of textbooks,both editions of textbooks are mainly characterized by text representation,but the Hong Kong textbooks pay more attention to image representation than the Southwest China Normal University Press edition textbooks.(2)in terms of the diversity of knowledge representation in textbooks,the Hong Kong edition focuses more on the diversity than the Southwest China Normal University Press edition.(3)about the relevance of knowledge representation in textbooks,both textbooks pay more attention to the relevance of forms of knowledge representation,and both on the coordinating and continuity relationship.(4)as for teachers' application of knowledge representation in textbooks,teacher from Mainland and teacher from Hong Kong were more likely to totally use knowledge representation in textbooks,while teacher from Hong Kong is more likely to adapt to use knowledge representation in textbooks than mainland teachers and less likely to innovate to use knowledge representation in textbooks than teacher from Mainland.According to the above research conclusions,the following suggestions are suggested for writing textbooks in China: firstly,focus on strengthening the diverse representation of textbooks and promote students' internalization of knowledge;Secondly,focus on the relation between the knowledge representation forms in textbooks and promote the transformation of diverse representation forms;Thirdly,focus on the classroom handling of the knowledge representation form of textbooks to promote the construction of Mathematical knowledge. |
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