For example, there is a difference between version A and version B in the first chapter. Version A did not learn the inverse trigonometric function and did not design the cotangent value of trigonometric function, but version B did. The content omitted in version A is knowledge closely combined with physics and chemistry.

The knowledge content of the same module, version A and version B are different. Some mathematical concepts in version A are less than those in version B, such as the classification of four prisms and the concepts of regular prisms and regular prisms in the first chapter of compulsory 2-space geometry, which are not only available in version B, but also used for exams, but not in version A..

Generally speaking, the A version of the textbook advocates active and inquiry-based learning methods in content and form, which is also the embodiment of the new curriculum concept.

In the setting of each class, the problem situation set in the "inquiry" is introduced into the classroom, so as to give full play to the initiative of students and make the learning process of students a "re-creation" process under the guidance of teachers. At the same time, the design of statistical content of version A takes into account the cognitive characteristics of senior high school students.

On the other hand, the B version of the textbook pays attention to the integration of information technology and mathematics curriculum, which is another embodiment of the new curriculum concept. In this part of statistics, the integration with information technology is particularly obvious. Data are collected and analyzed by computer, and sample mean, sample standard deviation, regression equation and so on are calculated by function calculator.