A Comparative Analysis Of High School Mathematics Teaching Materials From Shanghai Version And IBDP Version

The following article aims to compare and analyze the content related to trigonometric functions in the high school math textbook published by Shanghai Education Publishing House(SEPH)and the International Baccalaureate Diploma Programme(IBDP)math textbook.The analysis is based on the following aspects:design of textbook layout,choice of content,development of content,knowledge structure,representation and goals.1.Design of textbook layout.There is no substantial difference.However,the SEPH textbook adopted a more detailed and layered sequential order,while the IBDP textbook is more concise and focused.2.Choice of content.Both include a similar amount of content,while the SEPH textbook included slightly less.The difference can be attributed to the curriculum reform,after which the national high school requirement documents removed part of the original content related to trigonometric functions.Whereas the IBDP textbook included some corresponding content from advanced algebra.3.Development of content.Both used one chapter to cover everything,and followed the inductive reasoning approach.However,the introduction of trigonometric identities appears differently in the process of development of two textbooks.4.Knowledge structure.In this article,the following topics are discussed:trigonometric ratios and trigonometric functions,trigonometric equations and identities,the application of trigonometric functions.Among the three,the difference between the two textbooks mainly lies in the trigonometric ratios and trigonometric functions part.5.Representation.The analysis of knowledge representation is divided into discussing the following sections:explanation,examples,visual representation and practice problems.The difference mainly lies in examples.6.Goals.The analysis of this part essentially focuses on the following properties of the practice problems:type of background,problem solving approach,requirements of students' cognition.The two textbooks both focus on mathematical practice problems to examining students'procedural skills.Relatively,there are not as many conceptual or short-answer questions.Based on the above results,the following are suggested to the editors responsible for the SEPH math textbook:1.Increase the amount of content related to trigonometric functions.2.Use more analytical language in examples.3.Include more types of practice problems.4.Raise the number of practice problems.