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当前位置：数学教育与教学研究 > 2026年 1卷 (1)期

Open Access Article

Mathematics Education and Pedagogy Research. 2026; 1: (1) ; 5-10 ; DOI: 10.12208/j.mepr.20260002.

Comparative analysis of contents on the pythagorean theorem in mathematics textbooks from America and China
中美数学教材中勾股定理内容的比较分析

作者： Shi Chen *

哥伦比亚大学教育学院数学教育系美国

*通讯作者： Shi Chen,单位：哥伦比亚大学教育学院数学教育系美国；

发布时间: 2026-07-30 总浏览量: 296

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摘要

最近的研究表明，教材分析是数学教育中重要的复习方法。本研究对中美教材进行了比较分析，以评估学生学习勾股定理相关知识的方式。研究采用5D模型，重点关注内容、数学活动、复杂程度、作答形式和语境特征。结果表明，中国教材略微复杂，侧重于证明勾股定理，并向学生呈现实际问题。相比之下，美国教材主要集中于基础数学概念。这些发现表明，美国学生应该解决更多需要深度思考的问题，而中国学生则应该通过练习开放式问题来提高沟通能力。未来的研究可以通过调查更多国家的其他数学材料来丰富文献，从而促进相关教育方法的全球化对话。

关键词： 比较分析；数学；勾股定理；教科书

Abstract

Recent studies have demonstrated that textbook analysis is an essential method of review in mathematics education. This study conducted a comparative analysis of textbooks from America and China to evaluate how students are expected to learn information pertaining to the Pythagorean theorem. This was accomplished using the 5D model approach, specifically focusing on contents, mathematical activities, complexity levels, answering forms, and contextual features. The results showed that Chinese textbooks were slightly more complex, focused on proving the Pythagorean theorem, and presented students with real-life problems. In contrast, American textbooks were mainly concentrated on basic mathematics concepts. These findings suggest that American students should solve more items that require deep thinking, while Chinese students should improve their communication skills by practicing open-ended questions. Future studies can add to the literature by investigating other mathematics materials across a greater number of countries, thus contributing to a more globalized conversation on relevant education methods.

Key words： Comparative analysis; Mathematics; Pythagorean theorem; Textbook

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引用本文

ShiChen, 中美数学教材中勾股定理内容的比较分析[J]. 数学教育与教学研究, 2026; 1: (1) : 5-10.

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