A Comparative Study Of Chinese And American High School Mathematics Textbooks Based On Interdisciplinary Perspective

Mathematics is closely related to many subjects and has a remarkable feature of wide application.With the development of The Times,new connections between mathematics and other disciplines continue to emerge,which has a profound influence on us.From the technical field to the humanities and society,the development of many disciplines cannot be separated from mathematics,and the integration of mathematics and other disciplines has become the trend of the development of The Times.The Mathematics Curriculum Standards for ordinary high Schools(2017edition)proposed to "emphasize the connection between mathematics and life and other subjects,and improve students’ ability to solve mathematical problems with practical application",while the newly released Mathematics Curriculum Standards for Compulsory Education(2022 edition)also proposed to "set up interdisciplinary themed learning activities to strengthen the correlation between disciplines".As a carrier,textbooks provide opportunities for communication and interaction between mathematics and other disciplines.Many interdisciplinary contents are reflected differently in different textbooks.Therefore,the author chooses three sets of textbooks as the research objects,namely,the People’s Education Edition(2019),the Hunan Education Edition(2019)and the California Edition(2008),and makes a comparative analysis of their interdisciplinary contents on the subject of "function".According to the coding and statistical results,in terms of the number of interdisciplinary contents,the California edition has the most(333),the People’s Education edition was the second(138),and the Hunan Educational edition had the least(101).The following conclusions were drawn:From the perspective of subject sources,the three textbooks pay more attention to the integration of mathematics with physics,economics and engineering,and have different emphasis on subject types.China and the United States present interdisciplinary content in combination with their own national conditions.The subject sources of the California edition of the United States are higher than those of the two Chinese textbooks in breadth and quantity,and the United States attaches more importance to the penetration of interdisciplinary content than that of China.From the perspective of distribution position,the three textbooks present the most interdisciplinary content in the "exercises" position,especially the exercises in the California edition of the United States is the most abundant interdisciplinary content,the California edition of the United States will bold keywords before the exercises with interdisciplinary content background.The People’s Education Edition is the most balanced in the proportion of distribution positions.From the perspective of presentation,the three textbooks have their own emphasis.The main way of presentation is the combination of text and pictures,which makes good use of the characteristics and advantages of each type of chart.From the perspective of use purpose,the three textbooks mainly focus on "concept application",and at the same time,supplementary explanations will be made in different positions based on the actual teaching materials.Finally,based on the research results,three suggestions are put forward for the design of interdisciplinary content in high school mathematics textbooks in our country: Increase the number of interdisciplinary content in the exercise position;expand the breadth and depth reasonably and reduce duplication;rational use of marginal notes to enhance the readability of teaching materials.