A Comparative Study on the Compilation of Counting Units in Primary Mathematics Textbooks in China
Number is the earliest abstract concept in primary school mathematics,including the understanding of integers,fractions,decimals,as well as the comparison of the size of these numbers.In current mathematics textbooks and teaching,these concepts always have their own realistic backgrounds and their own forms of expression,which are difficult for pupils to perceive the integrity of mathematics,feel the abstract hierarchy of mathematics,and form and develop symbol consciousness,number sense and quantity sense.Therefore,the Compulsory education Mathematics Curriculum Standards(2022 edition)put forward the concept of counting units,so that students can understand the consistency of number concepts and number operations.In order to meet the needs of implementation,this paper selects 15 sets of primary school mathematics textbooks for research in the course of primary school mathematics education in China for more than 100 years,and analyzes whether these textbooks pay attention to and how to express the counting units of integers,fractions and decimals.It is found that it is very important to establish the concept of counting units;Over the years,the requirements of the curriculum standards and syllabuses for integers,fractions and decimals units are gradually clarified;Textbooks emphasize the adjustment of number units and decimal units,and the attention to fractional units is still insufficient.However,they do not penetrate the consistency of number concept and number operation.It is expected that the research results can provide reference for the compilation of mathematics textbooks and for the design of mathematics teaching in primary schools in the future.
integersfractionsdecimalscounting unitcomparative study of mathematics textbooks
国家科技期刊平台
NSTL
万方数据
