A Comparative Study Of Culture In Junior Middle School Mathematics Textbooks

Since the 21st century,Chinese scholars have paid more and more attention to mathematical culture,which has become the focus of mathematical education research.The scientific value,applied value,humanistic value and aesthetic value of mathematical culture can promote students' interest in learning,cultivate students' rational and creative thinking and form correct mathematical view.In this study,textbooks of The People's Education Edition,Beijing Normal University Edition and East China Normal University Edition widely used in China,as well as Shanghai Education Edition used in Shanghai are selected as research objects,I draw lessons from the comparative research system of mathematical culture textbooks produced by Professor Xiaoqin Wang and others in East China Normal University and adopt literature research method,content analysis method,comparative research method and case analysis method to make quantitative research and qualitative analysis of mathematical cultural content in four editions of the textbooks,so as to provide reference for the compilation of textbooks and the teaching of front-line teachers.The research conclusions are as follows:(1)In terms of the distribution of mathematical culture columns,in Shanghai edition is relatively balanced,but in the other three editions is not balanced.The contents of mathematical culture in the textbooks are mostly concentrated in exercises;(2)In terms of the content distribution of mathematical culture,the Beijing Normal University edition has the most mathematical culture,followed by The People's Education Edition,East China Normal University Edition and Shanghai Education Edition have the least mathematical culture.The contents of mathematics and real life in the four editions are the most,while the other three types are less.Statistics and probability have the highest level of mathematical culture integration,while figure and geometry have the lowest level of mathematical culture integration.(3)From the perspective of the application level of mathematical culture,the application of mathematical history is mostly direct application,and the application level is not high.Most of the other three types of mathematical culture content,which exclude the culture itself has no influence on mathematical questions,indicating that the application degree is not high.(4)In terms of the presentation form of mathematical culture,the layout of the four editions of textbooks is relatively consistent,mainly with words,but also pay attention to the insertion of pictures to give students an intuitive image.(5)The connection between function and culture in the four editions of textbooks is mainly the connection with real life.While the content of mathematical history is few and It's not involved in the connection with humanities and arts.The content of Pythagorean Theorem in the four editions of textbooks lacks the connection with science,technology,humanities and arts.The mathematical cultural content of statistics is basically connected with real life,lacking of infiltration of other mathematical cultural content,and the cultural content is too single.Based on the above conclusions,suggestions for textbook compilation and front-line teachers are as follows:Suggestions for compiling textbooks :(1)in the distribution of mathematical culture columns,we should learn from the distribution of Shanghai Education Edition,and content in each column should be balanced as much as possible;In the content of mathematical culture,we should learn from the textbooks of The People's Education Edition and Beijing Normal University edition,and the content of mathematical culture is the most abundant.(2)The contents of mathematical culture should be broadened in the compilation of the four editions of the textbooks,instead of being too limited to the contents in real life.The science and technology,humanities and arts,and mathematical history should be added(3)The application level of mathematics culture in teaching materials should be higher,and mathematics can truly enter into life,so that students can truly experience the wide application of mathematics in life.(4)In the presentation form of mathematical culture,more contents with pictures should be added,and more pictures of mathematicians,life,science,technology and art situations should be added.To first-line teachers advice: as first-line teachers,we should pay attention to the content contained in the mathematics culture,flexible using of the content in the materials of mathematical culture,you can refer to different versions of the teaching material,take its essence.The level which is not high can be refactored,to make it more vividly in the classroom.