Research On The Presentation Of Information Technology In Junior Middle School Mathematics Textbooks

With the rapid development of information technology,the requirements of mathematics courses have also increased.Mathematics textbooks are the carrier of mathematics courses.It is a general trend for information technology to enter mathematics textbooks.Especially since the implementation of the Compulsory Education Mathematics Curriculum Standards in 2011,information Technology has attracted great attention from mathematics education circles.This study attempts to build a text analysis framework of information technology in mathematics textbooks,compares the characteristics of information technology in different versions of junior high school mathematics textbooks,and investigate the front-line mathematics teachers’ recognition and use of information technology in textbooks,so as to put forward some suggestions on the information technology presented in junior high school mathematics textbooks.On the basis of literature analysis,this thesis further studies,combining with the textbooks published by Jiangsu Phoenix Science Press(hereinafter referred to as the PSP)and People’s Education Press(hereinafter referred to as the PEP)for analysis.Therefore,this study has developed a framework for the text analysis,including the following parts:the technical tools,the knowledge domain,the content link,the application form and the presentation mode.According to this framework,a quantitative analysis of the information technology in the two versions of junior high school mathematics textbooks was carried out,and the similarities and differences were found.Through the text analysis,it is found that the computer is the main technical tool used in the two editions of the textbook.The frequency of presentation of software in PEP is higher than that of PSP,and at the same time,the frequency of presentation of other technical tools is lower than that of PSP.When it comes to the domain of knowledge,information technology in the two editions of textbooks is mainly presented in the fields of number and algebra.The frequency of information technology presented by PSP in the fields of statistics and probability is higher than that of PEP,and meanwhile the frequency of information technology presented in the fields of graphics and geometry is much lower than that of PEP.In the dimension of content link,the information technology of the two editions of textbooks is mainly presented in the main text and exercises.The information technology of PSP is not presented in the narration and topic links,and PEP is not presented in the chapter summary and topic learning links simultaneously.In the dimension of application form,two types of information technology in PEP make more use of than PSP,which are the background introduction and trial exploration.Two types of information technology are used more in PSP than in PEP,namely,operational demonstrations and process calculations.In terms of presentation methods,each presentation method of PSP is involved,while PEP mainly uses text-based presentation methods.What can be found through the survey of teacher’s recognition is that teachers who use different versions think that software is the technical tool with ideal performance and what used in teaching most commonly are Excel and Geometric Sketchpads.They believe that information technology should be more presented and used in the fields of graphics and geometry,and at the same time it should be used in mathematical activities.The most ideal and commonly used application form is operational demonstrations,and the more optimized presentation method is the picture type and the chart type.Combining the results of text analysis and the findings of the survey of teachers’ recognition,the researchers put forward that the presentation of information technology in junior high school mathematics textbooks should be further considered:(1)Enriching the types of information technology tools in textbooks;(2)Changing the location and application of the Internet in textbooks;(3)To develop a variety of practical functional mathematical software;(4)Increase the presence of information technology in the fields of graphics and geometry;(5)Using information technology to conduct statistical experiments;(6)The number and difficulty of exercises should be moderate,and attention should be paid to ability cultivation;(7)Avoid low-level demonstrations;(8)Appropriate increase in problem-solving information technology;(9)Pay attention to students’ interests,and present more pictures and graph-based information technology,etc.