Abstract
In this chapter, we present and discuss school mathematics textbook design and development in China, with a special focus on high school mathematics textbooks. Textbook development in China has its own history. This chapter highlights several design guidelines and common development practices used in selecting, presenting, and organizing content in mathematics textbooks over time. With the recent curriculum reform in China, we also discuss some new developments in designing high school mathematics textbooks. The implication of these Chinese practices in textbook development are then discussed in a broad context.
This chapter is built upon an article that formally appeared in ZDM: Li, Y., Zhang, J., & Ma, T. (2009). Approaches and practices in developing mathematics textbooks in China. ZDM, 41, 733–748.
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Notes
- 1.
If not specified otherwise, China refers to the Chinese mainland in this chapter.
- 2.
“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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Li, Y., Zhang, J., Ma, T. (2014). School Mathematics Textbook Design and Development Practices in China. In: Li, Y., Lappan, G. (eds) Mathematics Curriculum in School Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7560-2_15
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DOI: https://doi.org/10.1007/978-94-007-7560-2_15
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