A Comparative Study of Middle School Mathematics Textbooks in China and Russia
DOI:
https://doi.org/10.71204/twtqbt77Keywords:
Textbook Comparison, Rational Numbers, Extension of Number FieldsAbstract
This study compares and analyzes the presentation of rational number concepts in two versions of junior high school mathematics textbooks from China and Russia. The findings reveal that while both versions cover core concepts consistently, there are significant differences in their definitional logic and organizational sequence. These differences stem from distinct editorial philosophies: the Russian version emphasizes the intrinsic logic and structural coherence of number system expansion, whereas the Chinese version prioritizes practical knowledge application and cognitive continuity. Based on these findings, the study proposes restructuring the conceptual sequence, clarifying functional positioning, and enhancing the rigor of definitions. It advocates that textbook development should balance logical depth with cognitive accessibility, providing empirical references for cross-cultural mathematics textbook design.
References
Alexander, K., & Vogeli, B. (2010). Russian mathematics education: history and world significance. World Scientific Publishing.
Cai, J., & Jiang, C. (2017). An Analysis of Problem-Posing Tasks in Chinese and US Elementary Mathematics Textbooks. International Journal of Science and Mathematics Education, 15(8), 1521-1540.
Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM, 45(5), 633-646.
Karp, A. (2007). Russian mathematics education: History and world significance. International Journal for the History of Mathematics Education, 2(1), 43-60.
Li, Y. (2004). A comparison of mathematics curricula in China and the United States. Zentralblatt für Didaktik der Mathematik, 36(1), 1-13.
Sfard, A. (2007). When the Rules of Discourse Change, but Nobody Tells You: Making Sense of Mathematics Learning From a Commognitive Standpoint. Journal of the Learning Sciences, 16(4), 565-613.
Shimizu, Y. (2009). Japanese approach to teaching mathematics via problem solving. In B. Kaur (Ed.), Mathematical Problem Solving: Yearbook 2009, Association of Mathematics Educators (pp. 89-101). World Scientific.
Van Hoof, J., Verschaffel, L., & Van Dooren, W. (2017). Number sense in the transition from natural to rational numbers. British Journal of Educational Psychology, 87(1), 43-56.
Vygotskij, L. S. (1979). Mind in society: The development of higher psychological processes. Harvard University Press.
Wu, H. (2011). The mis-education of mathematics teachers. Notices of the AMS, 58(3), 372-384.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Hongzhu Wang (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author(s) and source are properly credited. Authors retain copyright of their work, and readers are free to copy, share, adapt, and build upon the material for any purpose, including commercial use, as long as appropriate attribution is given.
How to Cite
