Through a comparative study of two editions of primary mathematics textbooks published by People＇s Education Press in 1994 and 2004, we find that the percentage of question-posing tasks in the 2004 edition is greater than that in the 1994 edition; the distribution of five types of question-posing tasks is significantly different between the two editions; the intended treatments for the question-posing tasks in the two editions are clearly different in different sections of the textbooks; the percentage distribution of the question-posing tasks...
