A Comparative Study Of Geometry In Mathematics Textbooks Between China And America

The geometry curriculum is a major part in mathematics teaching.The diversity and complexity of the content of the geometry curriculum has made the geometric researchers under a difficult circumstance in the process of reforming it.In different countries,the editing of middle school curriculum,the geometry curriculum is also a unique part.Thus,its diversity determines the of goal geometric content education is to bring more value to human beings.In the current process of rectification of junior high school mathematics teaching,geometric course content has not only been core of geometric education researches,but also the focus of teachers in the teaching process,but the different ideas of different teachers,lead the geometry course shows students different learning methods.This paper selects of junior high school mathematics textbooks from China and the United States as a research sample,and conducts a qualitative and quantitative comparison.The two sets of textbooks were analyzed in three aspects: the textbook presentation,the knowledge content and the example setting.The common point is :The content expression and thinking mode of the textbook are basically the same.The geometric thinking level of the textbook content is gradually transitioned from a low level to a high level,which is consistent with the law of learning psychology,which allows students to learn geometry and get deeper understanding of geometry in their life.The exercises in these two textbooks are presented to students in pure mathematics format,which focusing on the training of training students' spatial imagination and thought ability of broaden their mind.However,there are also many different contents in the two textbooks.The specific performance: First,in terms of knowledge content,the textbook from US involves more geometric knowledge points,which involves a wide range of knowledge and teaching materials of the PEP version has deeper knowledge points and require higher levels of thinking of students.Secondly,in the field of example setting,the US version has set up detailed columns.The geometric knowledge is arranged in a “spiral” way,which is focusing on the integration of mathematics culture and information technology.The presentation and backgroundtypes of the exercises are more diversified,and related to real life closely,the number and types of questions are all-encompassing,and are focusing on the setting of exploratory and open exercises.The textbook of human education edition mainly adopts the "straight line" connection method in geometric content arrangement.It the integration of mathematics history,and has fewer exploratory and open exercises.The type and background of the exercises are sinplex,which is more difficult than the exercises of the American textbook.In this article,the author draws the corresponding conclusions through the comparative study of two werdion of textbooks,and then puts forward reasonable suggestions for the preparation of the content of the geometric curriculum in China.Firstly,it is suggested that the teaching materials fully optimize the structure of geometric knowledge,Through adopting “straight line” knowledge structure and The combination of “cohesive”,the textbook would highlights the connection between knowledge points.Secondly,in the preparation and knowledge points teaching aspect,it is suggested that the teaching materials should be integrated with the mathematical culture and background.In this way,students can better understand the meaning of the geometry and its application value.Finally,it is recommended that the teaching materials should enrich the functions of the exercises and types of questions,optimize the structure of the exercises,and train students with different levels to conduct self-assessment at the same time cultivate students' innovative ability.