A Comparative Study Of Mathematics Textbooks In High Schools Of China,America And Russia

Mathematics textbooks are the foundation for cultivating students' core literacy in mathematics.The content and method of writing textbooks are quite inspiring for teachers and students.Through literature review,it can be seen that the number of comparative documents of different versions of mathematics textbooks in the world has shown an upward trend year by year,but comparative studies in the content area of solid geometry are relatively few,especially between different versions of textbooks in three different countries.The horizontal comparison is even more lacking.Considering that China,the United States,and Russia have their own characteristics in mathematics education,the three editions of characteristic textbooks(referred to as CH-PEP,AM-MHG and RU-MEP editions)of the three countries are finally selected for horizontal comparison.On the one hand,this article compares and analyzes the knowledge structure of the entire textbook in China,the United States,and Russia from a macroscopic perspective,analyzes the basic content covered in the field of solid geometry and its position and status in the entire textbook;on the other hand,it will The three-dimensional geometry content is divided into two sections:"spatial geometry" and "elements in space and their positional relationship".The sub-sections conduct qualitative analysis and quantitative research on the knowledge points,propositions,presentation forms and example exercise design of the three editions of the textbook,forming a three edition The basic characteristics of textbooks in these dimensions,and a horizontal comparison,finally reached the following conclusions:(1)In terms of the overall structure,the RU-MEP version is the most complete in the structural system of solid geometry.The AM-MHG version regards the solid geometry content as an ascending understanding of planar geometry,but lacks content related to the positional relationship of spatial elements.CH-PEP The version is mixed with related knowledge of probability and statistics,and the overall structure is not clear enough;(2)In terms of knowledge points,the breadth and depth of knowledge points in the two sections of the RU-MEP version are the largest among the three editions of textbooks,and the CH-PEP version has more similar knowledge points,and the breadth and depth are second.Among them,the AM-MHG version has the least number of knowledge points and the lowest depth;(3)In terms of propositions,the RU-MEP version has the largest number of propositions and the largest breadth,followed by the CH-PEP version.However,compared with the RU-MEP version,there are differences in the definition and order of the propositions.The AM-MHG version has the largest number of propositions.least.(4)In terms of presentation form,the illustrations in the RU-MEP version of the textbook are significantly different from the other two versions;AM-MHG is slightly better than the CH-PEP version in the use of information technology;the three versions of the textbook are based on realistic situations Mainly focused on mathematics culture,but the degree of integration with the curriculum is slightly lower;the CH-PEP version is slightly more than the AM-MHG version in the number of inquiry activities,there is no big difference in the situation,but there is a type of inquiry activity Big difference(5)As for the example exercises,the RU-MEP version has the highest average difficulty and the largest variance,and the overall difficulty.The CH-PEP and AM-MHG versions have the second highest average difficulty,with smaller variance and simple overall,The third edition of the textbooks all ignore the development of low-level geometric thinking levels.Based on the above conclusions,suggestions are made for the compilation of textbooks:adjust part of the content and build a solid cognitive schema;attach importance to basic teaching and take into account the development of geometric thinking;enrich the situational design and strengthen the integration of different disciplines;enhance information technology to promote the implementation of intuitive imagination.