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Yang, H., Li, J. and Jia, S. (2024) Comparative Study of Elementary School Mathematics Textbooks in China, Japan, South Korea, Singapore, America, Germany: A Case Study on “Fraction Division”. Journal of Advances in Mathematics and Computer Science, 39, 73-86.
https://doi.org/10.9734/jamcs/2024/v39i51892

has been cited by the following article:

• TITLE: Comparative Study on the Arrangement of “Numbers and Algebra” in First-Grade Primary School Mathematics Textbooks between China and the United States: A Case Study of the PEP Edition and California Mathematics

  AUTHORS: Shitian Shen

  KEYWORDS: Mathematics Education, Textbook Arrangement, Numbers and Algebra, Comparative Study, Primary School

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.12, December 12, 2025

  ABSTRACT: Under the drive of globalization and educational internationalization, comparative research on mathematics education has become an important pathway to study different educational systems and optimize local educational practices. China and the United States exhibit typical representativeness in their mathematics textbook arrangement philosophies. This study focuses on the arrangement of the “Numbers and Algebra” domain in first-grade mathematics textbooks from both countries, aiming to reveal the underlying educational philosophies and curriculum design logics through a comparative analysis. The findings provide specific references for textbook revision and teaching practices in China.