A Comparative Study Of Linear Programming In High School Mathematics Between Shanghai And California

With the increasing of mathematics education globalization trend,the international comparison of mathematical education has become a hot topic in the research of international mathematical education.Among the comparative study of mathematical courses is an important part of the international comparison of mathematical education.The comparative study of mathematical education between China and the United States is one of the research hotspots at present.Linear programming,as a simple application of linear equation,is mainly used to solve the problems of resource utilization and production arrangement in life and production.It is an important mathematical model and an important link between elementary mathematics and advanced mathematics.It is of great significance for the cultivation of students' modeling ability and the idea of combining numbers and shapes.Both in the United States and in China,the proportion of the college entrance examination fraction is increasing and is often tested in combination with other knowledge.According to the reading and collation of relevant literature and internships experiences at a high school in California and a high school in Shanghai,the author mainly adopts literature research,qualitative comparison,quantitative comparison and case study method to research.From the two aspects of textbooks and classroom,the linear programming in China and the United States high schools is compared,aiming to explore the similarities and differences in the content layout and textbook exercises of linear programming between Shanghai and California high schools;the similarities and differences in the learning guides and classroom teaching of linear programming between Shanghai and California high schools;the reason for the differences in linear programming teaching between China and American high schools and the suggestions for the teaching of linear programming in high school mathematics in China.Through comparison,it is found that in the content layout of the textbooks,the order of the textbook and the way of knowledge presentation of linear programming in Shanghai Edition are more in line with students' perception.In terms of exercises,the quantity,types and ways of presenting of linear programming exercises in the California edition of the textbook are more than the Shanghai Edition.The comprehensive difficulty of the Algebra 2 textbooks is slightly higher than that of the Shanghai Editon.In terms of learning guides,Shanghai learning guides' system is more complete.In terms of inquiry,Shanghai Edition examples and exercises are all about asking a general question for students to solve and paying attention to the results,while the California teacher divides the topic into multiple questions and focusing on the process of seeking results.Shanghai and California high school teachers have different treatment methods in summarizing the method of doing linear programming exercises.In terms of classroom teaching,Shanghai teachers pay more attention to the mastery of double-base and are more rigorous and organized in the knowledge transfer.However,they have fewer student activities.Teachers in California pay more attention to students' presentation of problem-solving thinking process and method,giving students more time to operate,discuss and explore the way of establishing and solving linear programming models by themselves.Finally,the author bases on the comparison results of linear programming in Shanghai and California high school,gave the reason and some reasonable suggestions about linear programming teaching.