A Comparative Study of the Content of “Circle”
—Taking “People’s Education Press” and “Beijing Normal University Press” Primary School Mathematics Textbooks as Examples

In this paper, qualitative and quantitative methods are used to compare and analyze the content of “circle” in primary school mathematics textbooks published by People’s Education Press and Beijing Normal University Press from three aspects of textbook content arrangement, exercise setting and mathematical culture, including the order of content presentation, the process of knowledge introduction and the number of knowledge points. By comparing the content arrangement, it is found that the knowledge points of the People’s Education Press are more abundant, while the Beijing Normal University Press pays attention to the cultivation of reasoning and inquiry ability. By comparing the setting of exercises, it is found that the People’s Education Press pays more attention to the connection be-tween knowledge points, while the Beijing Normal University Press pays more attention to students’ understanding of the essence of knowledge. By comparing the mathematical culture, it is found that the two versions of textbooks both present interesting mathematical culture content, but the Beijing Normal University version has a higher level of application of mathematical culture, while the People’s Education version mainly provides situations and backgrounds for students to learn knowledge. The expected results of the study include a comprehensive analysis of the textbooks published by the People’s Education Press and the Beijing Normal University Press, and suggestions on textbook compilation and teaching based on the guidance of the Mathematics Curriculum Standards for Compulsory Education (2022 Edition). Through this study, it is expected to help teachers deepen their understanding of the teaching content of “circle”, and provide a useful reference for the revision of primary school mathematics textbooks and teachers’ teaching.