A cross-national comparison of curricula in China and the US in terms of cognitive complexity: The case of one dimensional equation

Volume 7, Issue 2, April 2022     |     PP. 55-71      |     PDF (434 K)    |     Pub. Date: May 8, 2022
DOI: 10.54647/education88340    99 Downloads     4962 Views  

Author(s)

Yihan Ye, Zhejiang International Studies University, Hangzhou, China
Yiqian Jiang, Zhejiang International Studies University, Hangzhou, China
Shiqian Zhu, Zhejiang International Studies University, Hangzhou, China
Xiaole Qian, Zhejiang International Studies University, Hangzhou, China
Suijun Jia, Zhejiang International Studies University, Hangzhou, China
Lixia Ye, Zhejiang International Studies University, Hangzhou, China

Abstract
The holistic level of conceptual understanding and teaching have been an issue of national concern in China. To describe the results of years of improvement in Chinese textbooks, this research examined the California textbook named Algebra1(A1) and Chinese textbooks of people’s edition(C1) and Zhejiang edition(C2). This study refers to Webb’s depth of knowledge framework and Son and Senk’s cognitive expectation feature, which is used to examine the level and kind of problems presented in the three textbooks. Referring to the breadth of cognitive complexity, C1 and C2 focus more on the cultivation of students’ way of thinking and logic, and A1 prefers letting students to perform an algorithm. Besides, referring to the depth of cognitive complexity, A1 is more challenging than C2, but less challenging than C1. Finally, we discuss the inspiration of these results for teachers, students, related researchers and material developers.

Keywords
Textbook analysis; One dimensional equation; Comparative study; Cognitive demands; Problems

Cite this paper
Yihan Ye, Yiqian Jiang, Shiqian Zhu, Xiaole Qian, Suijun Jia, Lixia Ye, A cross-national comparison of curricula in China and the US in terms of cognitive complexity: The case of one dimensional equation , SCIREA Journal of Education. Volume 7, Issue 2, April 2022 | PP. 55-71. 10.54647/education88340

References

[ 1 ] Chen Yongjian Teaching practice and analysis of the solution of one variable one order equation [J] Bulletin of mathematics, Vol. 49, No. 10, 2010, 57.
[ 2 ] Chen Daidi Research on the teaching of applied problems of monadic equation in junior middle school taught in Mongolian Taking the Mongolian school in Hohhot as an example [D] Inner Mongolia Normal University, June 2020.
[ 3 ] Zhou Hui Similarities and differences between Chinese and American junior middle school mathematics textbooks [R]. 2004.
[ 4 ] Caglayan Guenhan, Olive John. Eighth grade students'representations of linear equations based on a cups and tiles model. EDUCATIONAL STUDIES IN MATHEMATICS,JUN 2020.
[ 5 ] Lzsak Andrew, Caglayan Guenhan, Olive John. MetaRepresentation in an Algebra I Classroom. JOURNAL OF THE LEARNING SCIENCES 18 issue 4：549587.
[ 6 ] Sherman Milan, Walkington Candace, Howell Elizabeth. A Comparison of Symbol Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION 47 issue 2: 134146.
[ 7 ] Chen Qian A comparative study on mathematics textbooks for junior middle schools in Shanghai and California Taking "univariate linear equation" as an example [D] Shanghai Normal University, March 2020.
[ 8 ] Bai Juan Practical research on the integration of mathematical history into the teaching of univariate equation [D] Shanxi Normal University, June 2017.
[ 9 ] Jia Suijun, LV Shihu, Li Baozhen A case comparison of exercises in junior middle school mathematics textbooks between China and the United States Taking "angles related to triangles" as an example [J] Bulletin of mathematics, 2014,53 (09): 1723.
[ 10 ] JiWon Son. A cross-national comparison of reform curricula in Korea and US in terms of cognitive complexity: the case of fraction addition and substation. [J]ZDM–Mathematics EducationVolume 44, Issue 2. 2012. PP 161174
[ 11 ] Suijun Jia, Yiling Yao.70 Years of problems posing in Chinese primary mathematics textbooks. [J]ZDM-Mathematics Education (2021) 53:951960