Study On The Presentation Of Mathematics Culture In Senior High School Mathematics Textbooks

With the introduction of mathematics culture,the emphasis of mathematical culture attached in the curriculum standard,and scholars' exploration into education value of mathematics culture,scholars have also begun to pay attention to mathematics culture in mathematics textbooks in recent years.Mathematical textbooks are an important carrier for teachers to teach and students to learn mathematics knowledge,and they are basic materials for teaching mathematics culture.Only textbooks fully and scientifically present mathematics culture can the textbooks play the educational value of mathematics culture.Although there have been explorations of mathematics culture in high school mathematics textbooks,the existing research is not deep enough.The existing related literature is mostly the comparative study of the mathematics culture in the compulsory 1-5 mathematics textbooks of senior high school,or only the study of the presentation concerning the history of mathematics in textbooks.There is less research on the presentation study of mathematics culture in mathematics textbooks for a certain version of senior high school.And the study of mathematics culture in senior high school mathematics textbooks is not specific and systematic enough.Therefore,to understand the concrete presentation of mathematics culture in textbooks,this study attempts to comprehensively study the mathematics culture in10 textbooks,including the compulsory series A senior high school mathematics series,elective series 1,and elective series 2.In addition,through interviews,this paper is to understand teachers and students' perception of mathematics culture in textbooks and their acceptance situation.The study found out the status quo of mathematics culture in textbooks as followings:First,according to the requirements and spirits of curriculum standards,mathematics culture is infiltrated in textbooks;Second,mathematics culture closely associated with the knowledge points,which can broaden students' horizon;Third,textbooks tend to be applied value,ignoring the value of the humanities;Fourth,The presentation of mathematics culture is not balanced;Fifth,teachers and students are not optimistic about the perception of mathematics and culture in textbooks.Based on the research conclusions of this paper,suggestions are proposed for improving the presentation of mathematics culture in textbooks: First,the content of mathematics history,mathematics humanities and art should be appropriately added;Second,the content of mathematics culture should be layered to reflect diversity;Third,the appropriate annotation of mathematics culture should be added;Fourth,extracurricular mathematics cultural resources should be provided;Fifth,the integration of mathematics culture and teaching content should be strengthened to develop mathematical core literacy.The study is divided into six parts:The first part is introduction,including the research background,research questions,,research significance and research design.Mainly through the analysis of the research background,this paper expounds the necessity of studying the mathematics culture in senior high school mathematics textbooks,and elicits research problems.Then,we summarize the significance of the study from both theoretical and practical perspectives.At last,It mainly introduces the research objects,research methods,and basic ideas for research.The second part is literature review.According to the research content of this topic,the analysis of domestic and foreign literature is mainly from the three aspects: the mathematics culture connotation;mathematics textbooks for primary and secondary schools;mathematics culture textbooks.At the same time,the core concepts of this study are defined.The third part analyzes the presentation requirements of mathematics culture speculated in curriculum standards.It mainly analyzes the requirements of mathematics culture and the relationship between mathematics culture and mathematics core literacy in the "General High School Mathematics Curriculum Standards(Experiment)" and "Ordinary Senior High School Mathematics Curriculum Standards(2017 Edition)" to provide a theoretical basis for this study.The fourth part analyzes the mathematical culture in textbooks.First of all,it's about the division of textbooks and the classification of mathematics culture in textbooks;Then,based on the classification,the contents and presentation of mathematics culture in each chapter of each textbook are groomed,classified,counted,presented and analyzed;Finally,this paper summarizes the characteristics and laws of mathematics and cultural contentpresented in textbooks.The fifth part is an interview with teachers and students.Through interviews,this paper is able to understand the perception and acceptance of mathematics and cultural content in high school mathematics textbooks,providing a reference basis for the better presentation of mathematics culture in textbooks.The sixth part is conclusions and recommendations.Through the analysis,the conclusions of this study are obtained,and suggestions for the improvement of future textbooks are provided.