A Comparative Study Of The Content Of CPS In Junior Middle School Mathematics Textbooks In China, Singapore, And The United States

Cooperative problem solving(CPS)ability is one of the key abilities that students should master in the information society.The PISA2015 test results show that the degree of integration between subject teaching and cooperative problem solving in China needs to be improved.Textbooks are the main basis for teachers’ teaching.Under the background of the new round of revision of junior high school textbooks published by People’s Education Press,it is of great significance to carry out an international comparative study of CPS content in textbooks and to understand the advantages and disadvantages of compiling CPS content in Chinese mathematics textbooks in order to improve the quality of CPS content in Chinese mathematics textbooks and cultivate students’ CPS ability.The main research questions are as follows:(1)What are the differences among Chinese,Singapore and American junior high school mathematics textbooks in the presentation level and method of CPS content?(2)What are the differences among Chinese,Singapore and American junior high school mathematics textbooks in the organizational forms of CPS content?(3)What are the differences among Chinese,Singapore and American junior high school mathematics textbooks in the types of tasks of CPS content?In order to study the above-mentioned problems,first of all,literature analysis is used to sort out and analyze the existing research and establish the research framework and coding method.Secondly,the CPS content in the Chinese,Singapore and American junior high school mathematics textbooks is selected as the research object.According to the research framework,the CPS related content in the Chinese,Singapore and American junior high school mathematics textbooks is encoded by content analysis method from three dimensions of presentation level and mode,organization form and task type.After the coding is completed,the coding result is checked for consistency to obtain the final coding result.Based on the quantitative analysis of the coding results of CPS content in the Chinese,Singapore and American junior high school mathematics textbooks,the following conclusions are drawn:(1)From the perspective of presentation level and mode,the CPS content in the Chinese,Singapore and American junior high school mathematics textbooks as a whole is of medium to high level,but there are also significant differences.The presentation level types in PEP and Singapore NSM editions are relatively comprehensive.The content proportion of CPS with dominant excellent level in the text of Singapore NSM edition and United States BIM edition is higher than PEP edition,but the content proportion of CPS with dominant excellent level in some exercises in PEP edition is higher than the other two editions.In terms of presentation,Singapore’s NSM version is relatively balanced,and the PEP version and the United States BIM version contain more hidden CPS content."Statistics and Probability" content makes it easier to set up high-level CPS activities.(2)From the perspective of organizational form,there are significant differences among the three editions of junior high school mathematics textbooks in China,Singapore and the United States.The CPS content of PEP has vague requirements on organizational form,and the CPS content without specifying the number of partners exceeds 80%.The United States BIM version and Singapore NSM version have relatively clear requirements on organizational forms.The United States BIM version has more CPS content for two people to cooperate,Singapore NSM version has more content for more than two people to cooperate,and the content for two people to cooperate is the least.(3)From the perspective of task types,there are significant differences among the three editions of junior high school mathematics textbooks in China,Singapore and the United States.CPS is the most discussed type in PEP,exceeding 70%;The CPS content of the three task types in the United States BIM version and Singapore NSM version is distributed stepwise from less to more,and the proportion of the CPS content in the body of the United States BIM version is higher than that in the other two versions.Based on the research results and conclusions,the following suggestions are put forward:(1)Stick to the essence of mathematics Closely and increase the number of cooperative activities;(2)Based on the characteristics of different knowledge,appropriately improve the presentation level;(3)Refine the expression of cooperation tasks and define the form of cooperation organization;(4)Based on the current situation of classroom teaching,balance the types of cooperative tasks.