Statistical Analysis And Pedagogical Investigation Of The Content Of The History Of Mathematics In The Middle School Mathematics Textbook Of The People’s Republic Of China

The newly revised Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly states in the selection of curriculum content that attention is paid to the frontiers of mathematics subject development and mathematical culture,and inherits and promotes the excellent Chinese culture.The history of mathematics,as one of the elements of mathematical culture,has received much attention in the field of education,and more and more educators are studying the integration of the history of mathematics into teaching,not only to stimulate students’ interest in learning,but also to let them understand the culture of mathematics and reflect the educational value of the history of mathematics,so it is important to integrate the history of mathematics with mathematics teaching.The thesis is based on the "principle of historical occurrence","re-creation theory" and "constructivist theory",and uses literature analysis,comparative analysis,statistical analysis,questionnaires and interviews,Interviews were conducted to explore the following three parts:First,the current status of research on the history of mathematics at home and abroad is sorted out;the concepts of the history of mathematics,the history of mathematics and mathematics education and mathematics teaching materials under study are summarized according to the curriculum standards and by drawing on the research results of previous authors,and the theoretical basis of their research is determined to show that this study is feasible and practical.Second,firstly,we take the junior high school mathematics textbook of the People’s Republic of China as the object of study,and start from the three major areas of "mathematics and algebra","graphics and geometry",and "statistics and probability",and examine the presentation of the history of mathematics.The study explores three dimensions of the history of mathematics,namely,presentation,location and integration,and presents the content of the history of mathematics in the textbook in a more comprehensive and systematic way.This is followed by a survey of the current status of the integration of the history of mathematics into junior high school mathematics teaching,which reveals that the importance of the history of mathematics among junior high school teachers and students has yet to be improved.Thirdly,based on the analysis of the textbooks and the study of the current situation,combining the new standards and previous research results,we summarize that the history of mathematics has the pedagogical value of cultivating students’ interest in mathematics,mathematical thinking and scientific spirit,propose strategies for integrating the history of mathematics in the textbooks and in the teaching process,and apply them to the teaching cases of positive and negative numbers and systems of quadratic equations,and finally make corresponding suggestions to junior high school teachers and students.