全球教育展望

数学教材中的例题在数学的教与学中具有多种功能;例题的难度也在一定程度上反映了教材的难度。本文利用一个综合难度模型,选取中国、美国、法国、俄罗斯、澳大利亚的六套高中数学教材,从例题的背景、数学认知、运算、推理、知识综合五个因素进行其水平分析,由此比较了各样本教材在例题上的难度特征,为我国的高中数学教材编写提供参考。

Examples in mathematics textbooks play a multi-functional role in mathematics teaching and learning, and the difficulty of examples affects the difficulty of mathematics textbooks. With six sets of high school mathematics textbooks from China, the United States, France, Russia, and Australia as samples, the present paper uses a composite difficulty model to analyze the difficulty levels of examples in the textbooks with respect to 5 factors — the problem context, the mathematical cognition, the computation complexity, the reasoning difficulty, and the topic coverage. The results compare difficulty characters of examples in the sample textbooks, which may provide references for the compilation of high school mathematics textbooks in our country.