Comparative Study On The Content Difficulty Of “Number And Algebra”in Sino-german Primary School Mathematics Textbooks

Under the curriculum reform and “double reduction” policy,a new thinking mode should be developed in textbook construction with an analysis of the relationship between “difficult” textbooks and “heavy” schoolwork burden,so as to provide reference for more science-based and reasonable textbook compilation as well as more effective application of teaching materials in China.Due to the specific “double-track”education system in Germany,German education attaches great importance to the cultivation of mathematical thinking.It makes primary school mathematics classroom teaching based on the development of students' proximal development zone,suitable for contemporary children's mental growth and development,focusing on the modern educational theoretical value of digital game education,and containing the advanced concepts of modern popular mathematical thinking.Proceed from the actual situation and fully consider to improve the ability of practical activities.A detailed comparative study of “number and algebra” in Chinese and Germany elementary math textbooks,the core foundation of the two countries' math knowledge systems,requires a difficulty coefficient calculation of both textbooks in conjunction with a course difficulty model,as well as an in-depth study of the breadth and depth of the textbooks from multiple perspectives.In this study,based on representative elementary math textbooks in China and Germany,namely elementary school mathematics teaching materials and Das Zahlenbuch published by Klett in Germany,the commonalities and differences in the difficulty of “Number and Algebra” in the two textbooks were analyzed to reveal their characteristics and advantages respectively.The study is aimed to help educators better understand the difficulty of the textbooks in an all-round way,so that they can better apply the textbooks to teaching,improve their effectiveness,and carry out more efficient teaching.The results are as follows: The frequencies of “number” and “crossover degree” in“number and algebra” in Chinese and German primary mathematics textbooks are not significantly different,but the frequency of the “background” of the knowledge points in Chinese textbooks is higher than that in Germany,and the scope of the PEP edition is slightly larger than that of Das Zahlenbuch.In terms of the depth of the content,there is little difference between the two textbooks.When it comes to difficulty degree,the content of Das Zahlenbuch is a little easier than that of the Chinese textbook as a whole.Based on the above conclusions,the following points are proposed when analyzing the characteristics of the teaching materials and enlightening teachers on their work: 1.Teachers should focus on the problem situation,develop up-to-date content,pay attention to the availability of teaching materials,and integrate them with practice.2.During teaching,they should carefully study curriculum standards,know well about the difficulties of the textbook,guide students for resource integration,and develop their innovative thinking and the independent exploration of the knowledge structure.3.When teaching with textbooks,it is necessary for teachers to build students' capacity in multi-angle thinking,instruct them to overcome difficulties through practice,and transform “difficult” textbooks into “easy” teaching.