A Comparative Study Of The Setting Of Example Exercises In The Content Of "equations And Inequalities" In Chinese And Singapore Junior High School Mathematics Textbooks

Textbooks play an important role as the link between national curriculum standards and classroom teaching.In recent years,with the continuous improvement of education quality and the promotion of mathematics curriculum reform,mathematics educators pay more and more attention to the use of mathematics textbooks,and the research on mathematics textbooks is also increasing.This study is a comparative study of mathematics textbooks published by PEP and discovering mathematics in Singapore.This study selects the part of equation and inequality,and takes examples and exercises as the research content,aiming to answer the following research questions:(1)what are the similarities and differences in the setting of examples in the part of "equation and inequality"in junior high school mathematics textbooks between China and Singapore;(2)what are the similarities and differences in the setting of exercises in the part of"equation and inequality" in junior high school mathematics textbooks between China and Singapore.This research mainly adopts the methods of literature analysis,text analysis,comparative research,case analysis and statistical analysis,and carries out the research from six aspects:the number of examples and exercises,the processing methods of examples,the background of examples and exercises,the illustrations of examples and exercises,the recognition level of examples and exercises,and the number of knowledge points of examples and exercises.The main conclusions of this study are as follows:(1)In terms of the number of examples and exercises,the number of DM textbooks is about twice that of PEP Textbooks.The number of examples in PEP and DM textbooks is 51 and 116 respectively,and the number of exercises is 468 and 1158 respectively;(2)As for the way to deal with the examples,the examples mainly include five parts:"question","analysis","answer","explanation of main steps" and"summary".There are more examples with "analysis" and "main steps" in PEP than in DM,and less examples with "summary" in PEP than in DM;(3)As for the background of examples and exercises,the order of the background of the two editions is:no background,social background,personal background and scientific background.However,the scientific background topics in PEP Textbooks are significantly less than those in DM textbooks,and the integration mode of scientific background topics is single and the degree of integration is weak;(4)In terms of illustration of examples and exercises,the illustrations of PEP edition textbooks are obviously less than those of DM edition textbooks;in the distribution of illustrations of two editions of textbooks,the illustrations of guiding mathematical thinking type and mathematical conceptual mathematical model account for a large proportion.In the distribution of exercises,the leading mathematical thinking illustrations and providing data information illustrations account for a large proportion;(5)As for the cognitive level of examples and exercises,the order of the cognitive level of examples in the two editions of textbooks is:calculation level,comprehension level,concept level,analysis level.The cognitive level of the exercises in the two editions of textbooks from more to less is:calculation level,comprehension level,analysis level,concept level;(6)In terms of the number of knowledge points of examples and exercises,there is one knowledge point in the examples and exercises of the two editions of textbooks,and the number of topics is the most,followed by two knowledge point topics,three knowledge point topics,and finally four knowledge point topics.However,the number of one knowledge point in PEP textbook is less than that in DM textbook,the number of two knowledge points and three knowledge points in PEP textbook is more than that in DM textbook,and the number of four knowledge points in PEP textbook is little different.The average content of knowledge points in each topic in PEP textbook is higher than that in DM textbook.Combined with the characteristics of Chinese and Singapore textbooks,this paper puts forward the following suggestions:(1)Keep the advantages of analysis and main steps in examples,and pay attention to the important role of summary in examples;(2)Strengthen the integration of mathematics and other disciplines in examples and exercises;(3)Enrich the illustrations in the exercises;(4)Pay more attention to the cognitive requirements of examples and exercises on conceptual topics;(5)Pay attention to the setting of open inquiry exercises;(6)Pay attention to the problem of disassembling the solving steps of the exercises.