Jones, Keith (Hrsg.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)., Southampton: University of Southampton (2014), S. 563-568, 978-0-85432-984-7
Description / Table of Contents:
As a medium of knowledge learning, textbook illustration has become an integral part of textbooks, especially for mathematics. On the one hand, symbolic-graphic combination is the basic characteristics of mathematics as well as an important kind of mathematical thinking method; on the other hand, mathematics is an abstract and formal subject so illustrations play an essential role in facilitating students' comprehension of abstract numbers, symbols and language. Following the implementation of curriculum reform in China in 2001, great changes have taken place in mathematics textbooks for junior high school, change of illustrations included. Therefore, the purpose of this paper is to provide a theoretical basis for the selection and arrangement of illustrations. This paper analyses differences between the main mathematics textbook in China (PEP edition) using the method of comparative analysis in order to study changes of illustrations. In this research, mathematics textbooks for grade 7 to grade 9 are focused on. Two conclusions can be drawn from the research. First, the number of illustrations changes greatly; second, with functions of decoration, characterization, organization and explanation, the illustrations introduced in new textbooks can facilitate students' learning process.
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Literaturangaben S. 568