A Comparative Study Of "averages" In Elementary School Mathematics Textbooks Between China And New Zealand

Textbooks are not only the main materials for students to study in schools,but also the main resources and basis for teachers' teaching.Comparing different editions of primary school mathematics textbooks will help improve the quality and level of the compilation and use of primary school mathematics textbooks,which will help advance the in-depth development of mathematics curriculum reform.At the same time,the mathematics teaching material is the text of the new concept of mathematics curriculum reform.The mathematics curriculum standard put forward should pay attention to the development of the concept of primary school students' data analysis,while the primary school mathematics textbooks in China have a relatively short time to set statistical content,so the comparison of Chinese and foreign mathematics textbooks is also beneficial to elementary schools.Math teachers use materials creatively.In view of this,the study selected Chinese Beijing Normal University and Singapore MC edition primary school mathematics textbooks for comparative study.The research mainly uses the literature research method,content analysis method and comparative research method,and the average of the primary school mathematics textbooks for Beijing Normal University and MC editions in terms of content standards,content distribution,content capacity,concepts,meanings,examples,and exercises Number" for comparison.Further analysis is made from the microcosmic perspectives of situation creation,completeness,column setting,presentation,and illustration selection.Comparative findings:from the concept of"average number",the concept of "mixed presentation" is adopted in the MC version textbooks,while the concept of "average number" is not clearly defined in the Beijing Normal University edition.Judging from the example of "average",Beijing Normal University has more case scenario types than MC edition textbooks;both editions have provided guiding language for content presentation;both editions have only been selected for illustration selection.Cartoon type illustration.From the "average number" of the exercise point of view,MC version of the number of exercises in textbooks is greater than the Beijing Normal University version;MC version of the textbook set the inverse use of formula exercises;Beijing Normal University version of the short answer than the MC version of the textbook;Beijing Normal University The layout of the version exercises is relatively clear;at the same time,guiding exercises are set in the textbooks of both Beijing Normal University and MC.In summary,the two editions of the textbooks fully embody the student's dominant position;however,the illustration types of the two editions of the textbooks are all too monotonous;the Beijing Normal University edition textbooks pay more attention to students' understanding of the "average number";the MC edition textbooks focus more on the students.The calculation and reflection of the reverse thinking,focusing on student thinking from the intuitive to the abstract process.According to the result of comparison,it is suggested that in the preparation of primary school mathematics textbooks in China,exercises for the use of inverse formulas should be added,and students' understanding of the calculation methods and concepts should be intensified;curriculum standards should be followed when compiling textbooks,combined with calculators to encourage students to choose appropriate calculations.Ways;textbooks in the preparation of examples should be selected diversified illustrations to improve the enthusiasm of students;the same time the preparation of teaching materials should pay attention to the connection with the relevant knowledge,highlighting the integrity of mathematical knowledge.