A Comparison of Problems That Follow Selected Content Presentations in American and Chinese Mathematics Textbooks.
A Comparison of Problems That Follow Selected Content Presentations in American and Chinese Mathematics Textbooks.
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中美数学教科书精选内容呈现后的问题比较。
DOI：
10.2307/749754
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
Yeping Li
中科院分区：
文献类型：
--
作者：
Yeping Li
为了阐明美国和中国学生数学经历期望的跨国异同，我比较了美国和中国几本数学教科书中整数加减法内容呈现后的所有相关问题。本研究开发了一个 3 维框架（数学特征、上下文特征和性能要求）来分析这些教科书问题。结果表明，问题维度、数学和上下文特征的百分比差异小于问题的差异。
To illuminate the cross-national similarities and differences in expectations related to students' mathematics experiences between the United States and China, I compared all relevant problems that followed the content presentation of addition and subtraction of integers in several American and Chinese mathematics textbooks. A 3-dimensional framework (for mathematical features, contextual features, and performance requirements) was developed in this study to analyze these textbook problems. The results show that the percentage differences in problems' dimensions, mathematical and contextual features, were smaller than the difference in prob-