Analysis of Inquiry-Related Tasks in New China High School Mathematics Textbooks for Process Skills
Bibliographic record
Abstract
This research focusses on process skills of inquiry-related tasks in new China high school mathematics textbooks. The results indicate: First, some process skills such as Inference, Compare, Observation, Use of Numbers, Construction of Tables or Graphs as well as Use of Space/Time Relations are highly emphasized. Nonetheless, there are comparatively fewer using for Data Interpretation , an process skill which symbolizes the characteristics of mathematics; Second, In terms of integrated process skills, basic process skills attract more attention while integrated process skills own fewer using; Third, more than half of the inquiry-related tasks train students for several skills simultaneously. Overall, the arrangements of senior high school textbooks’ inquiry-related tasks reflects the distinct features of mathematics, but we still should be more concerned with the training of high level process skills as well as to render the category number of process skills used in the single inquiry-related task in an appropriate range.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".