Comparative Study of Elementary School Mathematics Textbooks in China, Japan, South Korea, Singapore, America, Germany: A Case Study on "Fraction Division"
Hao Yang
Zhejiang International Studies University, Hangzhou, China.
Jiawen Li
Zhejiang International Studies University, Hangzhou, China.
Suiju Jia *
Zhejiang International Studies University, Hangzhou, China.
*Author to whom correspondence should be addressed.
Abstract
The main purpose of this paper is to select 15 primary school mathematics textbooks from China, the United States, Singapore, Japan, South Korea and Germany, take "fraction division" as an example, and clarify the characteristics and similarities and differences of its operational meaning model and revelation methods of arithmetic reasoning in Fraction Division through literature method, content analysis method and comparative research method. The results show that there are great differences in these two aspects between different versions of teaching materials. Therefore, combining the national conditions of various countries, seeking common ground while reserving differences, provides a teaching path of fraction division based on national conditions and absorbing the advantages of different countries, and provides theoretical support for the better implementation of curriculum standards and textbooks.
Keywords: Elementary school mathematics, fraction division, textbook comparison, division models, revelation methods of arithmetic reasoning in fraction division