A Comparative Study Of Mathematical Problem Solving Between China And The United States

Under the impetus of American mathematical problem-solving movement and international mathematics education conference,mathematical problem-solving has become a research hotspot in international mathematics education and an important research content in the field of mathematics in China.This study firstly combs the development history of the mathematical problem-solving theory between China and the United States and reveals the focus of the solution to the development of mathematical problems in China and the United States.Secondly,this study combs the connotation of problem solving in the curriculum standards of China and the United States,and the changes in the curriculum standards in the various versions of China and the United States.Then this study studies the problem-solving teaching practice between China and the United States,revealing the current situation of problem-solving teaching in Chinese and American classrooms.Finally,this study selects a set of Chinese and American mathematics textbooks in order to conduct a comparative study related to problem-solving.The conclusions of this study mainly have the following four aspects:First,from the development of mathematical problem solving in China and the United States,as well as the changes in the curriculum standards of China and the United States,the nature of mathematical problem-solving is to pay attention to both the results and the process.Second,both China and the United States have pointed to the future development direction of mathematical problem-solving in mathematical modeling.At present,China also lists mathematical modeling as one of the three core activities of mathematics teaching in primary and secondary schools.Third,compared with problem-solving teaching in American classrooms,how to balance the relationship between knowledge teaching and thinking cultivation is still a problem that needs to be further explored in China.Fourth,compared with the California textbook,the suke textbook in China has a relatively simple problem situation and a weak connection with real life.According to the four conclusions of this study,the following four suggestions are put forward:First,the curriculum standard should elaborate the general goal and learning period goal of four aspects including problem-solving and clarify the role of teachers in the teaching of mathematical problem-solving.Second,our country mathematics teaching material in the future compilation will pay attention to strengthen the question situation and the real life connection.Third,organize relevant training for front-line mathematics teachers to help them better implement problem-solving teaching in class.Fourth,related mathematics workers should broaden the scope of theoretical research,deepen the level of research,but also in the teaching practice to modify and improve some present and future problem-solving teaching model.The limitation of this study is that it only makes a static analysis of relevant Chinese and American literature and textbooks,does not make dynamic observations and research on real school teaching.