A Comparative Study on Mathematical Problems in Chinese and Japanese Textbooks Using the Synthesized Bloom Taxonomy
Ziqing Jin
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
Xingyue Hong
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
Linzi Wen
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
Yashi Jin
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
Xujie Jin
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
Lixia Ye *
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
Suijun Jia
Department of Mathematics, Zhejiang International Studies University, Hangzhou 310023, P.R. China.
*Author to whom correspondence should be addressed.
Abstract
In order to study the characteristics of the problem design of mathematics textbooks in junior high school, this paper focuses on the comparative study on linear function sections of Chinese textbooks of people’ s edition (P1) and Japanese textbooks named New Mathematics 2 (J1). Using the Synthesized Bloom Taxonomy (SBT), this paper compares the types of mathematical problems in two editions from two dimensions. In the cognitive process dimension, P1 and J1 both put emphasis on gasping basics and the competence to solve simple practical problems. In the knowledge dimension, P1 inclines toward processes of problem solving, requiring a step-by-step approach according to the clues provided and J1 better focus on the diversity and synthesis of the solutions. These results may provide references for mathematics teaching and learning in junior high schools.
Keywords: The synthesized bloom taxonomy, comparative study, linear function, mathematical problems