A Comparative Study Of Problem Posing In Primary Mathematics Textbooks In China And The United States

In recent years,many educators have paid more and more attention to the question raised,and its value has been further affirmed.It is closely related to cultivate the students' creative thinking.And the mathematics teaching material is the starting point and the blueprint of teachers' teaching and it is an important material of students' learning.As a result,by comparing the differences between Chinese and American primary school textbooks,this paper tries to find out the advantages and disadvantages of the compilation of Chinese primary school textbooks,and puts forward relevant improvement Suggestions.The primary school Mathematics textbook used in the study was “California Mathematics Concepts,Skills and Problem Solving” Macmillan and Mc Graw,and the Chinese textbook was primary school Mathematics published by Pep' edition.Through quantitative comparison,the differences in writing of problem posing in the two versions of textbooks are found from the perspectives of situation,type,presentation mode,content field and teaching link.The research conclusions are as follows: Firstly,there are differences in the number of questions.There are more problems in American textbooks(California edition)than in Chinese textbooks(Pep' edition),but the number of problems is lower than that in China.Secondly,there are differences between the two versions in the context on which questions are raised.The California textbooks have the most non-situation types,while Pep' edition has the most life situations the distribution of the problem posing tasks in the two versions of the textbook is less.Thirdly,the two versions of the textbook on the issue of the distribution of all types are not uniform.Chinese textbooks mainly focus on questioning and supplementing,while American textbooks mainly focus on modeling.The California version of the problem posed tasks in the mathematical symbols of the distribution of a large number,while published by Pep' edition,the teaching materials do not appear in the type of mathematical symbols of the problem posed tasks.Fifthly,the knowledge domain and teaching link of the two versions of textbooks are not evenly distributed.In both China and the United States,the proportion of compilation in the field of "number and algebra" is relatively high,and the proportion in the field of " Synthesis and practice" is relatively low.In terms of teaching,both China and the United States pay more attention to the compilation of problem posing raised in after-class exercises,and fewer problem posing raised and compiled in classroom teaching.Based on the above differences,and integrated the advantage of the two versions of textbooks,it is suggested that the compilation of problem posing raised in Chinese textbooks can be improved from the following aspects: increase the proportion of problem posing in textbooks,rich and creating problem situation,balance the distribution of various types of problem posing tasks in the textbook,properly adjust the Settings of problem posing in each knowledge field,each presentation mode and each teaching link.