The Application Of History Of Mathematics In Textbooks Under The Background Of Multi-culture

With the advance of “globalization” and the continuous deepening of reform and opening up,China’s ties with other countries in the word have been strengthened.The collision of foreign culture and Chinese native culture has formed the present situation of culture diversity.The history of mathematics,as an important part of mathematics culture,plays an important role in the education of science and humanity in the modern society with the continuous expansion of international communication and the deepening of cultural integration.The history of mathematics into textbooks and teaching practical significance.This paper combines text comparison and empirical interview to explore the application of history of mathematics in textbooks under the background of multi-culture.From the social development demand,the textbook present situation,the teaching actual present situation and the demand three aspects pondered how to better integrate the mathematics history into the textbook,plays the role in the teaching practice.Through the comparative analysis of the junior high school math teacher’s edition and the Beijing normal university edition textbooks,combined with interviews with front-line teachers,the following conclusions are drawn:1.The total amount of mathematical history introduced into the two editions of textbooks needs to be improved,and the number of historical materials distributed in different semesters is uneven;2.The subjects of the history of mathematics in the textbooks of Beijing normal university are more evenly distributed than those in the human edition,which is more in line with the needs of diversified teaching practice;3.The present position of mathematical history in the two editions of textbooks is mainly "postposition";The humanist edition is more uniform and enlightening;4.In the way of introduction,the textbook of education pays more attention to the balance of the number of all kinds of mathematical history,while the textbook of Beijing normal university adopts more "reconstruction heuristics" and lays more emphasis on cultivating students’ ability of independent exploration and practice.In view of the above conclusions,the following improvement suggestions are put forward from the two aspects of textbook improvement and teacher literacy improvement:1.Adjust the number of historical materials of each textbook,and carry out teacher seminars regularly to cultivate teachers’ ability to control the overall situation and develop textbooks,so that the mathematics teaching and research groups of schools in various regions have the ability to develop school-based courses of the history of mathematics or elective courses of the second class of the history of mathematics suitable for our school;2.Appropriately increase the mathematical history of "statistics and probability",provide relatively balanced teaching materials for each subject,and cultivate teachers’ ability to select and adapt historical materials;3.Increase the number of "parallel" mathematical history,cultivate students’ awareness of the process and method of learning mathematics,and promote teachers to integrate mathematical history into classroom teaching;4.Increase the number of "history of Chinese mathematics" and "history of multicultural mathematics",build the cultural confidence of the Chinese nation in the era of multi-culture,start from the core,be inclusive,cultivate students’ awareness of diversity,and at the same time promote teachers to establish the awareness of mathematical culture and increase the learning of mathematical culture;5.Add "process happening" and "reconstructing heuristic" mathematical history or adapt the original historical data to make it more enlightening and cultivate teachers’ ability to adapt mathematical history and apply it in teaching flexibly.