A Macro-comparison Of Mathematics Textbooks Between The A And IBDP Editions And The Study Of TOK Characteristics

With the development of mathematics curriculum reform in various countries,mathematics teaching material as the specification of mathematics curriculum standard is constantly revised and developed.The comparative study of mathematics textbooks has also arisen and become the main research direction in the field of mathematics textbooks.There are many research directions of teaching materials,including:study of mathematics teaching materials,analysis of teaching materials,comparison of teaching materials,electronic teaching materials and technology,use and development of teaching materials,etc.Among them,the comparative study of textbooks occupies a high proportion.The results of the comparative study of these textbooks have important implications for the compilation of mathematics textbooks in China.In this study,literature analysis,comparative analysis,data statistical analysis and case analysis were used to make A comparative analysis of the math textbook of the people's education A edition in China and the mathematics textbook of the IBDP(HL)in Australia from A macro perspective,and the following two problems were studied:1.What are the differences and similarities between the A version of the ordinary high school mathematics teaching and the HAESE version IBDP(HL)textbook in the arrangement?2.What are the differences and similarities between the content structure of the ordinary high school mathematics teaching A version and the HAESE version IBDP(HL)textbook?After,combined with the IB curriculum theory of knowledge,one of the three core courses in the curriculum authorities put forward the theory of knowledge in the textbooks research direction,building the research tools,using comparative analysis method,statistical analysis and case analysis,from the theory of knowledge in the knowledge essence,the way of understanding and knowledge of IBDP(HL)knowledge theory in mathematics teaching material qualitative analysis,at the same time the IBDP(HL)knowledge theory and our country taught reading and thinking in A version of the mathematics columns is compared,studied the following issues:3.What are the characteristics of the content of TOK problem link in the textbook of HAESE IBDP(HL)compared with the knowledge theory of reading and thinking module in the textbook of A taught by human?Through research,the author draws the following conclusions:1.In terms of the arrangement of the whole book,the textbook for the a-version taught by Chinese people is A little more concise than that of the IBDP(HL)textbook,while the arrangement of the whole book by the IBDP(HL)textbook is rich in content,and the application of modern educational technology is obviously more than that of the textbook in China.2.In terms of chapter arrangement,the format of the two editions of textbooks is basically the same,with the following differences:(1)the introduction setting of the human-taught A edition is different from that of the IBDP(HL)textbook;(2)compared with the IBDP(HL)textbook,the human-taught version A has more internship assignments and two modules of this chapter summary.3.In terms of section arrangement,the classroom teaching part arrangement structure of the two editions of textbooks has been consistent,while the content arrangement of non-teaching links has its own characteristics.4.The content structure,the two versions have A lot of the same mathematical knowledge,IBDP(HL)teaching material lack of the knowledge content of plane analytic geometry,and taught A version of the teaching material is not related to knowledge more in-depth mining,reflects the basic,while there are A lot of pre-university contents IBDP teaching material,the depth is greater than taught A version of the materials.5.In terms of the comparison between the TOK question link in IBDP textbook and the reading and thinking module in the A version taught by people,this paper,by means of research tools,makes A qualitative analysis from eight cognitive dimensions in terms of the knowledge essence,cognitive methods and knowledge fields.The following conclusions are drawn:(1)The nature of knowledge and cognitive methods are the main directions of knowledge theory problems in IBDP(HL)mathematics textbooks.(2)The field of knowledge covers a wide range of subjects,including many branches of natural sciences and humanities.Closely related to different disciplines.(3)In terms of cognitive methods,the cognitive method of reasoning is the key method of mathematical knowledge theory.Imagination,language,emotion,perception,intuition,these measures also have their own status and role,although memories and beliefs in the IBDP(HL)in the theory of mathematics teaching material of knowledge no dominant emphasis,but its itself is also should be for us to understand mathematics knowledge,understand mathematical knowledge has a certain help and implicit function.(4)Compared with the reading and thinking columns in the compulsory mathematics textbook for the a-version taught by Chinese teachers,the reading and thinking columns in the textbook for the a-version taught by Chinese teachers only focus on reading and do not emphasize students' thinking.The number of knowledge problems is far less than that in the IBDP textbook.Through this study,the author comes to the following Suggestions:1.Enrich the content of teaching materials in China,and appropriately add relevant content of modern teaching technology2.Chapter introduction should be adjusted to the content of the first section of each chapter to strengthen the role of chapter introduction.3.The reading and thinking columns in Chinese textbooks should be revised and applied in classroom teaching.