A Comparative Study On The Content Of Probability And Statistics In Mathematics Textbooks For High Schools In China And Australia

With the release of the new textbooks in 2019,a new round of international textbook comparison research needs to be updated.As an effective tool to deal with complex data,probability and statistics is also an important component of mathematics courses.This paper selects textbooks of A edition(2019)from China people's education press and MM3&4(2016)from Australia to make A comparative study on "probability and statistics".First of all,from the use of explanation structure model and comparison with the method of concept map and text,respectively discussing "probability" and "statistical" two parts of content selection and layout,the overall structure,order and contents of the knowledge selection)are compared,and teaching material on the whole to the teaching material "probability" and"statistical" between the two countries have a general idea.Second,the difficulty of the course model was used to study materials,respectively,the two countries in the "probability" and "statistical" two parts of the course comprehensive difficulty(course of breadth,depth,the difficulty of the problem sets),and emphatically to problem sets(the amount of knowledge,the nature of the level,situation level)for a detailed comparative analysis.In order to make an in-depth comparison of the text features of Australian textbooks,the most representative modules application of information technology:tool type,content link and presentation mode,level,are selected to dig into the text features.Finally,through the analysis and comparison,the conclusions in the field of "probability and statistics" of high school mathematics in China and Australia and the enlightenment to the compila-tion of textbooks in China are obtained.Through quantitative and qualitative analysis of mathematics teaching materials in China and Australia,the following conclusions are drawn:In terms of content selection and arrangement,the Australian textbook"probability and statistics" has more content and simpler structure,while the Chinese textbook is a spiraling arrangement mode.In terms of content arrangement,"statistics and probability" in Chinese textbooks is " statistics?probability?statistics",while " statistics and probability”in Australian MM3&4 textbooks is "probability?statistics ".In terms of content selection,the differences between the two countries are mainly in the "statistics" part,while the knowledge points in the "probability" part overlap a lot,and the knowledge points in Australian textbooks are relatively abundant.In terms of the comprehensive difficulty of the course,from the perspective of the breadth of the course,the Australian textbook is larger than the Chinese textbook and the reason for the difference comes from the "probability" part.At the depth level of the curriculum,in the "probability" section,Australia is higher than the pep,and in the "statistics" section,the opposite is true.On the difficulty level,the setting of exercises in Chinese textbooks is difficult,and the number of exercises in Australia is almost twice that in China.The reason is that China pays more attention to the understanding and mastery of exercises,while Australia pays more attention to the basic knowledge and the imitation of examples.From the difficulty of the exercises,we can see the expectations of the two countries on the students,which also shows the high requirements of Chinese students on the understanding of knowledge.In terms of the application of information technology,from the perspective of tool types,the types of information technology tools in China are more than those in Australia,mainly in computer mathematics software,while Australia onlyUSES CAS calculator.From the perspective of presentation style,the presentation style of China is more balanced,while the teaching materials of Australia are more monotonous,most of which are "integration".From the aspect of content,the two countries are quite different.The Chinese educational edition mainly focuses on exploring new knowledge,while the Australian textbooks mainly focus on examples.In terms of application form,both countries focus on problem solving.Finally,we analyzed the teaching material of the two countries in probability and statistics section of the information technology application level,overall the Chinese version of the information technology using the price equilibrium,but Australia has the advantage of the information technology into the teaching materials of text,see it as a test means necessary and essential quality for middle school students,the Chinese teaching material is lacking in this area.Based on this,this paper puts forward the enlightenment of "probability and statistics" in these three aspects:(1)Suggestions on the structure,selection and arrangement of contents:adjust the arrangement order of "probability and statistics" contents appropriately;The knowledge content of normal distribution should be increased appropriately,especially using standard normal distribution to solve mathematical problems.(2)Suggestions on the difficulty of the course content:appropriately increase the scope of the probability part of the problem set,Especially the relation between binomial distribution and normal distribution.(3)Suggestions on the application of information technology:In the text of Chinese teaching materials,it is appropriate to add the content of modern technology that is easy for students to practice;It is suggested that Chinese textbooks should emphasize "integration" rather than "narration".It is suggested that Chinese textbooks attach importance to the application of information technology in examination evaluation.