Selection of Content in High School Mathematics Textbooks: An International Comparison

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  • Author(s): Wang, J. (ORCID Wang, J. (ORCID 0000-0001-8096-2602); Lu, X.
  • Language:
    English
  • Source:
    ZDM: The International Journal on Mathematics Education. Sep 2018 50(5):813-826.
  • Publication Date:
    2018
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Secondary Education
    • Subject Terms:
      Secondary School Mathematics; Textbooks; Comparative Analysis; Foreign Countries; Educational Policy; Educational Change; Algebra; Geometry; Statistics; Probability; Calculus; Mathematics Instruction; Textbook Content; Textbook Selection
    • Subject Terms:
      China; France; Germany; Japan; Russia; United Kingdom; United States
    • Accession Number:
      10.1007/s11858-018-0977-6
    • ISSN:
      1863-9690
    • Abstract:
      As a component of the ongoing development of the mathematics curriculum in China, we compare the country's high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we compare what content is selected and how that content is presented in series of high school textbooks from China, France, Germany, Japan, Russia, the United Kingdom, and the United States according to four core domains: algebra, geometry, statistics and probability, and calculus. We then discuss the implications of the analysis for the reform of the high school mathematics curriculum in China, particularly as it applies to the development of textbooks within that process of reform. The comparative results provide us with the opportunity to recognise the distinguishing features of the content and presentation of the Chinese mathematics curriculum and lead to some suggestions for future curriculum development.
    • Abstract:
      As Provided
    • Number of References:
      46
    • Publication Date:
      2018
    • Accession Number:
      EJ1190610