A Comparative Study Of The Content Of Mathematical Inquiry In Chinese High School Mathematics Textbooks

Since the reform of the new curriculum,mathematics inquiry has been paid more and more attention in the fields of classroom and educational research.The textbook is an important carrier to realize the course objective and implement classroom teaching,and the content of mathematical inquiry set in it has a great influence on teaching and learning methods,it can not only provide some guidance for teachers and students to carry out mathematical inquiry activities,but also give some enlightenment to the revision of textbooks.In the autumn of 2019,the textbook revised according to the General High School Mathematics Curriculum Standard(2017 edition);was put into use,in order to provide reference for teachers to use the inquiry content in the textbook and improve the quality of the inquiry content in the textbook,in this study,the contents of mathematics research in the four editions of PEP,BNUP,JEPE and HEP were chosen as the comparative objects,and the following problems were studied: In the four editions of High School Mathematics Textbooks,(1)what are the similarities or differences between the presentation and the Organization of Mathematical inquiry?(2)what are the commonalities or differences in the cognitive requirements for exploring the content?(3)what are the common features or differences in the level of openness of the research content?The research process: Through the use of literature analysis,combined with the existing research experience,from the situation expression,problem expression,context relations,activity type,activity form,cognitive level and open level to establish an analytical framework;By using the method of Content analysis and comparative study,this paper makes a statistical analysis of the quantitative data of the mathematical inquiry contents in the four editions of textbooks,including the coding of the inquiry contents and the consistency test,to get the results of the study.The main conclusions are as follows.(1)There is no significant difference between the four versions in the situation representation,the pure mathematical situation is the main one,the real situation and the necessary situation are the main ones;(2)There is no significant difference in the problem types,(3)In the context relation,there is a significant difference between the four editions,and PEP has a prominent setting for the introduction of new knowledge,BNUP sets up the summary class prominently,JEPE and HEP set up the application expansion class prominently,and the four editions all attach importance to connecting the preceding and the following class settings;(4)In the activity type aspect,the four editions have the remarkable difference,HEP is the most prominent in setting the proportion of experimental activities,JEPE is the most prominent in setting the proportion of project activities,the four editions also show certain common features,the proportion of writing activities is extremely low;(5)In the Organization of activities,there are significant differences in the four editions,mainly reflected in BNUP;(6)In the form of cooperation in the exploration of the most prominent content settings;.The highest proportion of the task set was related to the program type,the second was unrelated program type,and the proportion of the task set to do mathematics and memory type was very low.(7)In the open level,there were significant differences among the four editions,HEP sets the most prominent to the beginning of the argument type of inquiry,PEP sets the most prominent to the beginning of evidence type of inquiry.Based on the research conclusion and discussion,some suggestions are put forward from two aspects.Textbook development : First,we should enrich the situation types of mathematics inquiry content and participate in the process of mathematization.Second,we should balance the proportion of the types of mathematics inquiry activities and improve the ability of expression.Third,we should attach importance to the setting of cooperative forms of inquiry content.Fourth,we should increase the content of Doing Mathematics;to promote the development of mathematics thinking.Fifth,we should attach importance to the content of Problem Initiation to improve the ability of putting forward questions.The teacher teaching aspect: First,according to the actual teaching reasonable choice inquiry content,gives full play to the inquiry value;second,according to the actual teaching proper adjustment open level,maximizes the inquiry content value.