Content Analysis And Application Of Mathematics Culture In Junior Middle School Mathematics Textbooks

In recent years,with the continuous reform of education and the renewal of educational philosophy,educational researchers have been emphasizing the rational value of mathematics while also keeping on paying attention to the cultural value of mathematics.The educational value of mathematics culture has been recognized and supported by many educators.Based on the aforementioned background,this study takes mathematical culture as the research content and first adopts literature analysis,content analysis,and comparative study to statistically analyze the content of mathematical culture in the junior high school mathematics textbooks of Suke and People’s Education Press.Then,a questionnaire is used to investigate and analyze teachers’ awareness and attitudes,and the current situation and methods of using mathematical culture in actual teaching.Finally,the paper obtains the characteristics of mathematical culture in column distribution,content distribution and application mode,as well as the state of actual teaching,and puts forward some suggestions on the use of mathematical culture from the perspective of teachers.The research conclusions are as follows:First of all,the mathematics culture in junior middle school mathematics textbooks has the following characteristics:(1)Column distribution:mathematical culture is unevenly distributed in each column board,mathematical culture is mainly reflected in exercises,followed by the introduction,and a low proportion in non-text and exercises..(2)Content distribution:In total,,the textbook is rich in mathematical culture,with a disparate distribution among the content sections,with the highest proportion of mathematics and real life,followed by mathematics and science and technology,and finally,the least,the history of mathematics or mathematics and the humanities.(3)Application mode:The history of mathematics is primarily presented in the form of attachment,while other mathematical cultures are mainly presented in a separable way.The overall level of application of mathematical culture is relatively low.Secondly,mathematical culture in the actual teaching has the following status:(1)In-service teachers recognize mathematics culture education and show a supportive attitude towards it,but the teachers have a one-sided understanding of the connotation of mathematics culture.(2)Teachers are willing to use mathematical culture for teaching and learning,but the methods that can be implemented are singular and infrequently used.The following suggestions are given:accurately grasp the requirements of mathematics culture education in the Mathematics Curriculum Standards for Compulsory Education(2022 Edition);Excavate the connotation of mathematics culture and enrich mathematical cultural literacy;Strengthen teacher training,establish correct teaching concept of mathematics culture;Collective learning of mathematical culture as a team,and rationalize teaching time to enhance the teaching of mathematical culture.Improving assignment design and integrating mathematical culture into project-based learning;Reform teaching evaluation and strengthen the evaluation of mathematical culture.Reasonably arrange the columns of mathematical;Balance the quantity of mathematical culture content;Strengthen the development of the application of high-level mathematical culture;Appropriate integration into local culture.