Comparison of Diagram Use for Visualizing Probability Problems in U.S. and Chinese Textbooks

Abstract

The present work compared the use of visual representations in textbooks for teaching basic probability. Textbook chapters on basic probability were compared across three educational systems for high school students (U.S. regular-level, U.S. advanced-level (AP), and Chinese regular-level). Results revealed great disagreements in the use of visual representations by textbook types: Although more visualizations are present in both types of U.S. textbooks, the regular-level textbook shows a higher tendency for using pictorial images, which are visual representations irrelevant to problem solving. The advanced-level U.S. textbook and the regular-level Chinese textbook both use schematic visual representations (e.g., diagrams) more often when visualizing problems. Use of visual representations also seems to be linked with specific problem-solving stages. The current study findings offer insights for instructional design and warrant further evaluation of the efficacy of mathematics textbook design for visual aids.