Abstract
In this study, we aim to examine and discuss approaches and practices in developing mathematics textbooks in China, with a special focus on the development of secondary school mathematics textbook in the context of recent school mathematics reform. Textbook development in China has its own history. This study reveals some common practices and approaches developed and used in selecting, presenting and organizing content in mathematics textbooks over the years. With the recent curriculum reform taking place in China, we also discuss some new developments in compiling and publishing high school mathematics textbooks. Implications obtained from Chinese practices in textbook development are then discussed in a broad context.
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Notes
If not specified otherwise, China refers to the Chinese mainland in this article.
“Two Basics” refer to basic knowledge and skills in school mathematics that are often identified and emphasized in Chinese mathematics curriculum. (e.g., Zhang, 2006).
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We would like to thank three reviewers and the journal editor for their thoughtful comments on prior drafts of this article.
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Li, Y., Zhang, J. & Ma, T. Approaches and practices in developing school mathematics textbooks in China. ZDM Mathematics Education 41, 733–748 (2009). https://doi.org/10.1007/s11858-009-0216-2
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DOI: https://doi.org/10.1007/s11858-009-0216-2