Author Deng Xiaoli;

Instructor Yang Tailiang;

Author's Basic Information Nanjing Normal University, Curriculum and Teaching Theory, 2002, Master.

When evaluating the achievements of international mathematics education, as long as the sample includes China and the United States, the scores of China students can often be far ahead of those of American students. However, the topics used in comparison are usually conventional. In terms of open topics, topics with realistic background and topics that need reasonable explanation, China students' performance is not satisfactory, while American students can win. Why is this happening? With such a problem, this paper constructs a three-dimensional analysis framework, that is, text characteristics, compliance with requirements and problem-solving strategies. On this basis, this paper compares the exercises in Chinese and American junior high school mathematics textbooks, and finds that there are great differences in story background, conclusion explanation, investigation and experiment, learning methods, problem solving, model application, family mathematics and so on. This paper also briefly analyzes the formation of differences from three aspects: teaching purpose, value orientation of mathematics and different historical and cultural backgrounds of the two societies. In the second part of this paper, according to the enlightenment of the conclusion drawn from the comparison in the first part, five aspects that should be paid attention to in writing exercises are put forward, namely:

(1) The language expression of the topic should conform to the students' cognitive rules;

(2) The topic should be exploratory and contain rich ideas;

(3) The topics should be rich and colorful, which can satisfy students' different learning styles;

(4) The expression of the answer to the question does not require unification;

(5) There should be good connectivity between topics. More reduction

In the past, when comparing the math scores of China and American students, it was found that the math scores of China students were much higher than those of American students. However, the research of comparative performance tends to evaluate the performance of fairly conventional computing tasks or tasks solved by directly applying algorithm programs. When tasks require mathematical thinking and reasoning, or solving problems, American students perform better than China students. Why? In order to find out the reasons, this paper constructs a three-dimensional framework (contextual characteristics, performance requirements and solutions) to analyze the textbook problems in China and the United States. The results show that there are many differences between Chinese and American textbook problems, for example, there are explanatory contexts with illustrations or stories; Need to explain; Solve problems; Learning style; Special requirements; Family mathematics, etc. The author also analyzes the reasons from three aspects: teaching objectives, mathematical values and social culture. In the second part, the author points out five aspects that should be paid attention to when compiling textbooks, namely: 0) the expression of questions should conform to students' cognitive system; (2) Students should be encouraged to think about questions and reflect mathematical thoughts; (3) There should be various problems in the teaching materials to adapt to students' learning style; (4) The problem needs more than one solution; (5) There should be a good connection between problems. More reduction.

Keywords transnational comparison; Solve problems; Problem background; Character characteristics; Cognitive requirements; Strategies for solving problems;

Keywords transnational comparison; Solve problems; Descriptive background; Context features; Cognitive requirements; Solution strategy;

Network Publishing Contributor Nanjing Normal University Network Publishing 02, 2002

Doicnki: CDMD: 2.2002.092310 classification number G634.6 cited frequency 12 download frequency 4 10.