A Comparative Analysis Of Non-language Elements In Junior Middle School Mathematics Textbooks In China, Singapore And The United States

Non-verbal elements are intuitive descriptions of abstract content,which can present learning content in a way closer to students' cognition,and make up for the deficiency of abstract representation in mathematics by text language.Nonverbal elements are increasingly widely used in textbooks.On the basis of combing the relevant literature,we choose the analysis framework of non-verbal elements,encode the non-verbal elements in the second grade mathematics textbooks of junior middle schools in China,the United States and Singapore,and compare the data,analyze the different advantages of different versions of textbooks in non-verbal elements,so as to provide reference learning for the compilation and teaching of new junior middle school mathematics textbooks in China.The research questions include: What are the differences between the nonverbal elements in the three versions of junior middle school mathematics textbooks according to the three forms of type,knowledge field and learning link?(2)What are the differences in the scores of non-verbal elements in the three versions of junior high school mathematics textbooks in each dimension of the study?(3)Is there a correlation between the dimensions examined by nonverbal elements?Firstly,using Excel statistics,using SPSS22.0 to analyze the distribution of non-linguistic elements by type,knowledge field and learning link,whether the difference of non-linguistic elements between different versions of textbooks is significant dimension is significant or not,and the interrelation between each dimension.The results are as follows :(1)there are obvious differences in the total number and density of non-verbal elements in the three editions of textbooks,and the results of the two comparisons show that the BIM edition of American mathematics textbooks far exceeds the other two editions of textbooks,thus showing that the American edition of textbooks pays more attention to the application of non-verbal elements.The number and algebra knowledge field,BIM edition of textbooks and NSM edition of textbooks for non-verbal elements more than 12 editions of human education textbooks;in the field of graphics and geometry knowledge,the number of non-verbal elements taught 12 editions of textbooks far more than NSM edition of textbooks;probability and statistics knowledge field of three editions of textbooks are used less non-verbal elements.(2)Comparing the types of non-verbal elements,the distribution of NSM edition of textbooks is more balanced.Of the different learning links,the three editions of the textbook attach great importance to the practice link;for the introduction link,the BIM edition of the textbook focuses on cultivating students' practical ability and group cooperative inquiry ability;in the new knowledge and review link,the 12 edition of the textbook focuses on knowledge transfer and knowledge mastery;while the NSM edition of the textbook is the most balanced distribution of non-verbal elements in each learning link.(3)The "Chart or Statistics "," Tables" and "Other" types of non-linguistic elements of the 12-page textbook were better situational;the non-linguistic elements of the 12-page textbook combined with the "Picture or Photo" type of the BIM edition of the American textbook scored higher;and the non-linguistic elements of the "Precise Geometry" type of the Singapore NSM textbook scored higher in terms of accuracy and connectivity.From the non-verbal elements to examine the four dimensions: accuracy,connectivity and conciseness between the three dimensions of two positive correlation;situational and the other three dimensions are negative correlation.Based on the conclusion of the research,the proposed textbook writing and teaching suggestions include :(1)adding high-quality "picture or photo" type non-verbal elements;(2)enriching the non-verbal element types in the field of probability and statistical knowledge;(3)focusing on the introduction of junior high school mathematics textbooks;(4)considering setting up non-verbal elements in combination form.and teaching suggestions :(1)fully explore the information contained in non-verbal elements;(2)appropriately increase or decrease the use of non-verbal elements;(3)improve their own professional literacy.