Geometry topics tasks in mathematics textbooks in Saudi Arabia and China. Comparative Analytical Study

Abstract

The aim of the research is to analyze the geometry topics tasks in the mathematics textbooks at the primary stage in the Kingdom of Saudi Arabia and China. The analysis dealt with the characteristics of the textbook in terms of chapters, topics and lessons that precede the subject under study, and how to present the concept, as well as the nature of tasks in terms of representation forms, structure and context of tasks. The textbooks were analyzed using quantitative and qualitative analysis. The results showed that Saudi textbooks contain a greater number of lessons than what is presented in Chinese textbooks, with repetition in the presentation of lessons, in which the concept was presented directly followed by several purely mathematical tasks, verbal tasks, or visual tasks. The analysis also showed that the Chinese series presented advanced topics. It used the method of discovery and discourse among students when introducing concepts and focused on geometric constructions, The series contains a lot of tasks with varied representations, tasks in real-world contexts, and open-ended tasks; which gave Chinese books a positive advantage over Saudi book.