{"title":"中澳高中数学教材比较研究——以指数、对数函数为例","authors":"Yang Wang","doi":"10.25236/ajms.2023.040306","DOIUrl":null,"url":null,"abstract":": This paper compares and analyzes the content of the Australian VCE mathematics course \"Mathematical Methodology\" textbook with that of the Chinese version of the exponential and logarithmic functions. A quantitative model of the difficulty coefficient of the course is used. The main aspects of the comparative analysis are the distribution of knowledge points and the order of arrangement, the difficulty of the course, and the setting of examples and exercises.","PeriodicalId":372277,"journal":{"name":"Academic Journal of Mathematical Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Comparative Study of Chinese and Australian Senior Secondary Mathematics Teaching Materials—Exponential, Logarithmic Functions as an Example\",\"authors\":\"Yang Wang\",\"doi\":\"10.25236/ajms.2023.040306\",\"DOIUrl\":null,\"url\":null,\"abstract\":\": This paper compares and analyzes the content of the Australian VCE mathematics course \\\"Mathematical Methodology\\\" textbook with that of the Chinese version of the exponential and logarithmic functions. A quantitative model of the difficulty coefficient of the course is used. The main aspects of the comparative analysis are the distribution of knowledge points and the order of arrangement, the difficulty of the course, and the setting of examples and exercises.\",\"PeriodicalId\":372277,\"journal\":{\"name\":\"Academic Journal of Mathematical Sciences\",\"volume\":\"15 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Academic Journal of Mathematical Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.25236/ajms.2023.040306\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Academic Journal of Mathematical Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.25236/ajms.2023.040306","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A Comparative Study of Chinese and Australian Senior Secondary Mathematics Teaching Materials—Exponential, Logarithmic Functions as an Example
: This paper compares and analyzes the content of the Australian VCE mathematics course "Mathematical Methodology" textbook with that of the Chinese version of the exponential and logarithmic functions. A quantitative model of the difficulty coefficient of the course is used. The main aspects of the comparative analysis are the distribution of knowledge points and the order of arrangement, the difficulty of the course, and the setting of examples and exercises.
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