Journal of Basic Education

Abstract

Studying textbooks is one of the ways to study curriculum. Responding to the emerging need for mathematics curriculum reform in primary schools, this paper aims to provide a framework of multiple perspectives to analyze and understand the characteristics of mathematics textbooks in China, UK and Hong Kong. Three perspectives including background, mathematics content organization and teaching methods are discussed. This study shows that there are many differences between textbooks in China and UK. The author explores the ideas of mathematics education in the three places and finds that there are marked differences in concepts on mathematics and mathematics education.

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