A study on the alignment between exercises in three editions of senior high school mathematics textbooks and curriculum standards from the perspective of core competencies—taking the "Concept and Properties of Functions" as an example
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i2.5028
Abstract
Guided by the core competencies of mathematics, this paper aims to examine the degree of alignment between the exercise design in senior high school mathematics textbooks and the requirements of the curriculum standards. Adopting the SEC model, this study constructs a two-dimensional analytical framework of "content topic–cognitive level". Taking "Concept and Properties of Functions" as an example, it analyzes the specific alignment in terms of overall structure, content topic dimension, and cognitive level dimension. The results indicate that the overall exercise structure in the People's Education Press Edition A and Beijing Normal University Press Edition is significantly aligned with the Curriculum Standard, whereas the Jiangsu Education Press Edition has not reached a significant level of alignment. On this basis, suggestions are put forward to optimize the structural layout and topic distribution of chapter exercises, appropriately supplement task design at the level of conceptual understanding and inquiry innovation, and improve the alignment between textbook exercises and curriculum standards by strengthening the combination of numbers and shapes, parametric variation, and real-scenario modeling, thereby facilitating the effective cultivation of mathematical core competencies.
Keywords
core competencies; curriculum standard; textbook exercises; SEC model
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[3] Beijing Normal University Press. General High School Textbook · Mathematics · Compulsory Volume 1[M]. Beijing: Beijing Normal University Press, 2019.
[4] Jiangsu Education Press. General High School Textbook · Mathematics · Compulsory Volume 1[M]. Nanjing: Jiangsu Education Press, 2019.
[5] Webb NL. Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education[R]. Washington, DC: Council of Chief State School Officers, 1997.
[6] Martone A, Sireci SG. Evaluating alignment between curriculum, assessment, and instruction[J]. Review of Educational Research, 2009, 79(4): 1332-1361.
[7] Porter AC, Smithson JL, Blank R, et al. Alignment as a teacher variable[J]. Applied Measurement in Education, 2007, 20(1): 27-51.
[8] Yu P. A framework for evaluating mathematical core competencies[J]. Journal of Mathematics Education, 2017, 26(2): 19-23.
[9] Porter AC. Measuring the content of instruction: uses in research and practice[J]. Educational Researcher, 2002, 31(7): 3-14.
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