A Comparison Of The Structure And Presentation Of After-school Exercises In Chinese And American Elementary School Mathematics Textbooks

Textbooks can embody the concept of curriculum design.The arrangement and design of textbooks will affect teachers’ teaching methods,and homework arrangement.Exercises also promote students’ learning.By studying the textbooks of China and the United States,we can understand the differences between the concepts of primary mathematics education in China and the United States,understand the advantages and disadvantages of the design of primary mathematics textbooks in both countries,and learn the progress in the design of primary mathematics textbooks in the United States.By comparing the structure and presentation of exercises in Chinese and American elementary mathematics textbooks,a preliminary conclusion can be drawn that the exercises in Chinese and American elementary mathematics textbooks have a lot in common and each has its own excellence.The common features of the two textbooks are as follows: first,the Chinese and American textbooks cover a large proportion of exercises in the whole content of the textbook;The difficulty of exercises varies significantly;The exercises have abundant illustrations and interesting layout design to reduce visual fatigue and stimulate students’ interest in learning.The differences between the two sets of textbooks are as follows: the structure of the exercises is more flexible,the pertinence is stronger,and the intention of the exercises is clearer.Scott Foresman textbooks publish a wide range of exercises,including basic questions,development questions and deeper questions.The advantages of Scott Foresman textbook can be used to our advantage.First,the Shanghai textbooks should increase the expansion of knowledge,expansion of training and interdisciplinary exercises on the whole,so as to make the textbooks more readable and more interesting.Secondly,Shanghai education edition should design more challenging problem situations.Third,Shanghai textbooks should add more exercises to cultivate students’ mathematical thinking.