Comparative Study Of Number And Operation In Primary School Mathematics Textbooks Of China And The U.S.

Mathematics textbooks are the important resources of mathematics teaching,the international comparison of mathematics textbooks is particularly important.Number and operation are the important content of primary school.Therefore,this paper selects the number and operation of primary school textbooks in China and the United States,constructs the overall framework of comparison through quantitative characterization and qualitative description,and there are some findings:In terms of the content of the number and operation,the content distribution proportion of Chinese textbook is lower than that of American textbooks,but content breadth has the opposite result.In terms of exercises of number and operation,exercises category of Chinese textbooks is less than that of textbook.There are lots of answer questions in Chinese textbooks,and there are lots of calculation questions in American textbooks.the proportion of open questions in Chinese textbooks is lower than that of American textbooks.The exercises difficulty value of Chinese textbooks is higher than that of American textbooks.In terms of algebraic thinking,the infiltration of algebraic thinking of Chinese textbooks in junior grade is less than that of American textbooks.The infiltration of Chinese textbooks is related to the acquaintance of numbers,the operation of numbers and the positive and negative proportion,while the infiltration of American textbooks is also related to patterns,expressions and ordered pair.In the compilation of textbooks,optimize the presentation of knowledge and hierarchical design of exercises so as to make them close to students’ reality;Expand knowledge points appropriately,enrich background of knowledge points,and pay attention to the diversity of background of exercises;Reinforce the connection between knowledge points and other points or disciplines;Optimize the structure of exercises,enrich the types of exercises,and cultivate students’ innovative ability.