A Comparative Study On The Contents Of The Problems Raised In Junior Middle School Mathematics Textbooks

In the era of artificial intelligence,creativity promotes the development of human beings and the rejuvenation of the nation,and mathematical problem raising is the focus of cultivating students’ creativity and innovation consciousness.At the same time,the curriculum standard of compulsory education also regards the cultivation of students’ ability to raise mathematical problems as one of the general goals,so the raising of mathematical problems is the focus of the research of mathematics education field whether in teaching practice or textbook compilation.However,there are relatively few studies on mathematical problems in textbooks,and most of them focus on the research of primary school mathematics textbooks.In this study,the three junior middle school mathematics textbooks of the Human Education edition,Zhejiang Education Edition and Hunan Education edition are selected as the research object,and the literature analysis,content analysis and comparative research methods are mainly adopted.The problems in the whole set of junior middle school mathematics textbooks of the three editions are raised and the relevant contents are analyzed by static text in different dimensions.This paper makes a comparative study from eight dimensions: the total number of questions,the total number of questions raised,the different types of questions raised,the teaching links in which the questions are raised,the content fields involved in the questions raised,the different situations in which the questions are raised,the thematic Settings and the forms of expression.Find out the differences and similarities in the three editions of the textbook.The commonalities of questions raised in the third edition of textbooks:(1)In terms of quantitative characteristics,the total number of mathematical problems is much higher than the total number of problems proposed,which only accounts for 5% of the total number of mathematical problems,and the grade distribution is more uniform,but the number of problems proposed is still concentrated in the seventh and eighth grade and the ninth grade and the least;(2)In terms of types,the number of conjecture type is the largest,followed by the proportion of questioning type and mathematical activity type,and finally the given operation type,adaptation type and supplement type;(3)Position presentation: the focus is introduced before class,followed by after-class exercises,and finally mathematical activities,end-of-chapter exercises,classroom exercises,and sample questions in class;(4)In terms of content,it is mainly distributed in the fields of "number and algebra" and "figure and geometry",and the field of "statistics and probability" is the lowest;(5)Context: scientific context is the main one,followed by personal context,social context and professional context,and the distribution is uneven;(6)Thematic setting: there are related topics;(7)Form of expression: several columns are set to enhance the interest of the question.Differences in question raising in the three editions of textbooks:(1)The number of grade distribution of the problems put forward by the human education edition and the Hunan education edition is eighth grade > seventh grade >ninth grade.The number of problems put forward by the Zhejiang education edition textbooks decreases continuously with the increase of grade.The number difference between the human education edition and the Hunan education edition is small,and the difference between the Zhejiang education edition is large;(2)In terms of types,the most conjectural questions were raised in the Hunan Education edition.The People’s Education edition paid more attention to inquiring questions and mathematical activities,while the Zhejiang Education edition paid more attention to raising supplementary and given operational questions.The adapted questions were raised only in the People’s Education edition.(3)In terms of presentation position,the teaching edition and Zhejiang edition lay more emphasis on the setting of mathematics activities,the teaching edition of the teaching edition pays more attention to the setting of example questions and exercises after class,the teaching edition of Hunan edition focuses on the introduction of exercises at the end of the chapter and before class,and the teaching edition of Zhejiang edition puts forward more questions in the classroom exercises.(4)In terms of content,Zhejiang Education Edition and Hunan Education Edition pay more attention to the content of "number and algebra";(5)In context,Zhejiang Education Edition textbooks put forward the most problems about the setting of professional and social context,but Hunan education edition textbooks did not pay enough attention to the setting of social context;(6)In the setting of special topics: the human education edition of the third edition of the textbook has obvious and rich forms of special topics,the Zhejiang education edition is concise and clear,and the Hunan Education edition rarely sets corresponding topics;(7)Form of expression,the three editions of the textbooks have different forms of expression,the set of cash module is different,the human education edition of the form of expression is relatively diverse.The author puts forward the research results of the content compilation characteristics of the problems in the third edition of junior middle school mathematics textbooks,and makes the following suggestions:(1)Effectively increase the number of written questions raised;(2)Appropriately enrich the types of questions raised;(3)Setting up the question of balanced teaching links;(4)Appropriately adjust the setting of question raising in each content area;(5)To improve the diversity of situations in which questions are raised;(6)Set up a reasonable platform for raising problems;(7)Set up a reasonable question evaluation system.