Abstract
The study first analyzes how to realize the mathematical structure and mental object of direct proportion concept in middle school Mathematics education according to Mathematics of 2015-revised curriculum. More specifically, based on the Freudenthal’d mathematising instruction theories, a chapter of direct proportion in 10 kinds of 1st grade middle school math textbooks is reviewed The analysis results are as follows. First, definition #1 and definition #2 are well connected as the equivalent relationship in most textbooks. However, It makes an exception of property #3. Second, textbook trying to identify the essence of the concept for direct proportion in relation to consistency of rate including table, expression, connection of graph, etc. is not found. Third, the analysis of inquiry-based learning in 10 kinds of textbook shows that there are 2 kinds of textbooks connected situation with table, graph and expression; 5 kinds of textbooks connected with table; 3 kinds of textbooks unconnected with any expression. However, no textbook which can provide guideline to seek characteristics of the situation through expression is found.
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