Comparative Study of Illustration Design in Chinese and Japanese Mathematics Textbooks Using the Parallel Lines Units as an Example

Abstract

In this paper, the "Parallel Lines" unit in the seventh grade mathematics textbooks of Zhejiang Education Press and the eighth grade mathematics textbooks in Japan are considered. Kim's textbook illustration quality analysis framework is used to examine the distribution and quality differences between junior high school mathematics textbook illustrations in China and Japan. The paper first analyzes the quantity distribution of the four types of illustrations in both textbooks, namely, illustrations of the history of mathematics, mathematical illustrations, physical scene diagram class illustration and decorative diagram class illustration. Then, it quantitatively compares the accuracy, relevance, conciseness and contextuality of the illustrations through the F test method, and further discusses the differences of Mathematics education concepts reflected in the illustration design under different cultural backgrounds. The results show that Chinese textbooks include some illustrations related to the history of mathematics, has a significantly higher number of real-world context illustrations compared to the Japanese textbooks, and scores higher in contextualization. In contrast, Japanese textbooks feature more decorative illustrations and demonstrates stronger relevance between illustrations and mathematical content. These findings reveal the differences in illustration design between the two countries’ textbooks, provide a new perspective for understanding mathematical education philosophies in different cultural contexts, and offer valuable insights for textbook development practices.