Investigation And Research On The Use Of Mathematical Culture Contents In Textbooks By High School Mathematics Teachers

Mathematics culture plays an irreplaceable role in improving students' mathematical literacy and stimulating students' interest in learning.At the beginning of this century,in the curriculum reform of high school mathematics,"mathematics culture" has entered the curriculum standards,textbooks and even examination.For the specific content of mathematics culture in textbooks,how teachers should use it to bring their due educational value into full play deserves our attention.Based on the research results of the use of textbooks,this paper identifies the following questions: What are the characteristics of compiling the content of mathematical culture in high school mathematics textbooks? What are the situations and influencing factors of high school mathematics teachers' use of mathematical cultural content in textbooks? What are the strategies to promote senior high school mathematics teachers to use the content of mathematics culture in textbooks? The research adopts the methods of literature analysis,content analysis,questionnaire survey and interview.Firstly,text analysis is made on the content of mathematics culture in 8 students' and teachers' texts in the compulsory and optional series of senior high school mathematics of Edition A,and then,based on text analysis,questionnaires and interview outlines are compiled to 113 senior high school mathematics students in a city.Questionnaires and interviews were conducted among the teachers.The results show that:The characteristics of compiling the content of mathematical culture:(1)Presentation: There are 67 history of mathematics in 8 textbooks,most of which are explicit history of mathematics,mainly distributed in reading and thinking columns,and the main mode of application is additive;715 other mathematical cultures in 8textbooks,the most of which are in mathematics and real life,are mainly distributed in text columns,and the mode of application is mainly separable.(2)Instructional Strategy Guidance: The main body of instructional statement of the teaching strategyof history of mathematics in teachers' books is more inclined to students,and the teaching method is that teachers explain and students exchange and discuss this way with the highest frequency;the main body of instruction in other instructional strategies of mathematics culture is biased to different columns,among which the teaching of body column is biased to a mixed subject.The teaching method is to combine it with mathematical knowledge to explain the highest frequency.(3)Guidance of teaching objectives: the teaching objectives of the history of mathematics in teachers' books refer to the most emotional attitudes and values;for other teaching objectives of mathematics culture,there are different situations in different columns,among which the body column is the most frequently used one.The use of mathematical culture content:(1)Selection and adaptation: sample teachers select mathematical culture with low frequency,and column selection is biased towards the text;type selection of mathematical history is biased towards recessive history of mathematics,and type selection of other mathematical culture is biased towards mathematics and real life;sample teachers will make appropriate adaptation of mathematical culture in textbooks to adapt to classroom teaching.Learning;Teachers of different teaching ages have significant differences in choosing columns in the history of mathematics;teachers of different genders have significant differences in choosing other types of mathematical culture;factors influencing teachers' choosing and adapting the content of mathematical culture include strong historical materials or material problems,little relationship between mathematical culture and subject content,college entrance examination,too much classroom content and teachers themselves.Lack of knowledge of history of mathematics,lack of life experience of teachers,etc.(2)Implementation of teaching strategies: in classroom teaching,the teaching of history of mathematics takes teachers as the main body,while in other mathematical cultures,the main body of teaching is a mixed one;the teaching method of history of mathematics mainly consists of teachers' explanation and discussion between teachers and students.There are significant differences between teachers of different genders in collecting historical materials and reading this teaching method.Other teaching methods of mathematical culture are mainly combined with mathematical knowledge,supplementary materialsand information technology.The factors influencing teachers' implementation of teaching strategies of mathematical culture content include tight teaching time and lack of teaching resources.(3)Highlighting teaching objectives: teachers as sample prefer emotional attitudes and values to the teaching objectives of mathematical history,while other teaching objectives of mathematical culture prefer process and methods and emotional attitudes and values.Students' foundation is the factor that influences teachers' prominence of teaching objectives of mathematical culture content.According to the compiling characteristics of mathematical culture in textbooks and the use of teachers,the strategies to promote teachers to use the content of mathematical culture in textbooks are put forward: the strategies to improve teachers themselves,the compiling principles of the content of mathematical culture in textbooks,the strategies to change the internal environment of schools,and the strategies to change the external environment of schools.