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An Analysis of Chinese Junior High School Mathematics Textbooks: The Case of Quadratic Radical

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DOI: 10.23977/ICEIPI2020037


Li Mingya, Huang Zhenkun, and Dai Yujuan

Corresponding Author

Li Mingya


This paper examines mathematics textbooks published by the People’s Education Press (PEP) on the section of quadratic radical from the theoretical lens of Tyler’s Rationale using two of the most relevant concepts (selecting learning experiences and elements to be organized). The analysis shows that the PEP textbooks demonstrate strong examples in aiming to cultivate students’ logical thinking capacity. ‘Addition’ and ‘reconstruction’ are the main methods used to present maths history. The concise language style of the PEP textbooks can make it easy for students to memorize key mathematical concepts. However, less repeated information of quadratic radical may weaken the foundation for the association of knowledge for future learning. Furthermore, the PEP textbooks organize learning elements in the spiral way of rising based on three standards - continuity, sequence and integration. The spiral compilation and lack of connection between key knowledge points pose challenges to students and teachers and may lead to high mathematics expectations. The PEP textbooks emphasize the relationship between mathematical concepts and use the concept map to strengthen concept learning. More studies analyzing mathematics textbooks are needed to develop further an understanding of the concept map.


Mathematics textbooks, PEP, curriculum, Tyler’s rationale

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