Capítulo de livro

A Comparative Study on Composite Difficulty between New and Old Chinese Mathematics Textbooks

2004; World Scientific; Linguagem: Inglês

10.1142/9789812562241_0008

ISSN

1793-1150

Autores

Jiansheng Bao,

Tópico(s)

Educational Research and Pedagogy

Resumo

Series on Mathematics EducationHow Chinese Learn Mathematics, pp. 208-227 (2004) No AccessA Comparative Study on Composite Difficulty between New and Old Chinese Mathematics TextbooksJiansheng BAOJiansheng BAOSoochow University, Taiwanhttps://doi.org/10.1142/9789812562241_0008Cited by:6 PreviousNext AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsRecommend to Library ShareShare onFacebookTwitterLinked InRedditEmail Abstract: If one compares the old middle school mathematics syllabus to the newly published National Mathematics Standards one can notice numerous changes both to curriculum framework and to mathematics contents. In fact, these new standard-based mathematics textbooks are being used in experimental districts in Mainland China. However, these changes may lead us to ask the following questions: What precisely are the differences between the new and old mathematics textbooks? How do these differences affect the styles of both mathematics teaching and learning? In order to answer these questions, this paper uses a model developed by the author (Bao, 2002a, 2002b) to evaluate the composite difficulties of new and old eighth grade mathematics textbooks using five factors of difficulty. From the initial findings, we can see some typical characters in the two samples. For example, the new textbooks have advantages in areas such as "Investigation" and "Context" levels. However, the level of difficulty for "Symbolic computation", "Complex reasoning" and "Topic coverage" has been reduced. Keywords: composite difficultycurriculum standardsChinese mathematics textbookcomparative study FiguresReferencesRelatedDetailsCited By 6Identifying Mathematical Literacy Demands in Turkish, Singaporean and Australian TextbooksSemahat Incikabi, Musa Sadak and Lutfi Incikabi15 February 2023 | Acta Educationis Generalis, Vol. 13, No. 1Analyzing in-service teachers' process of mathematical literacy problem posingTugce Kozakli Ulger, Isil Bozkurt and Murat Altun1 Jan 2022 | International Electronic Journal of Mathematics Education, Vol. 17, No. 3Ideal Mathematics Teaching Behaviors: A Comparison between the Perspectives of Senior High School Students and their Teachers in Taiwan and Mainland ChinaFeng-Jui Hsieh, Ting-Ying Wang and Qian Chen1 Jan 2020 | EURASIA Journal of Mathematics, Science and Technology Education, Vol. 16, No. 1The Examination System in China: The Case of Zhongkao MathematicsYingkang Wu17 July 2015The development of school mathematics textbooks in China since 1950Binyan Xu1 September 2013 | ZDM, Vol. 45, No. 5Investigating grade nine textbook problems for characteristics related to mathematical literacyAbolfazl Rafiepour Gatabi, Kaye Stacey and Zahra Gooya19 August 2012 | Mathematics Education Research Journal, Vol. 24, No. 4 How Chinese Learn MathematicsMetrics History Keywordscomposite difficultycurriculum standardsChinese mathematics textbookcomparative studyPDF download

Referência(s)
Altmetric
PlumX