A Comparative Study On Interdisciplinary Contents Of Junior Middle School Mathematics Textbooks

At present,countries in the world are actively promoting interdisciplinary education in order to cultivate complex and innovative talents.The research on interdisciplinary in China is still in the preliminary stage,and there has been a rapid development trend since2022.Mathematics is both a basic subject and an applied subject.It is a tool for learning and studying other subjects,and the integration of mathematics and other sciences has an important impact on the development of disciplines,human growth and social progress.This paper commences by examining mathematics textbooks and establishing an analytical framework to investigate the incorporation of interdisciplinary content in various versions of mathematics textbooks.The findings offer valuable insights into the development of mathematics textbooks and interdisciplinary teaching.The author established the analysis framework of this paper based on the existing relevant literature,the analysis of the textbooks and the repeated comparison between the literature and the textbooks.Using content analysis and comparative analysis methods,this paper investigates the characteristics and similarities of the interdisciplinary material included in the function section of junior middle school mathematics textbooks in four editions,namely Chinese Education Edition,Beijing Normal University Edition,East China Normal University Edition,and Suke Edition.This analysis considers six dimensions,namely subject source,subject type,purpose of inclusion,placement within the textbook,presentation style,and necessity of illustration.Based on this examination,the paper draws the following conclusions:(1)From the perspective of subject sources,the other three textbooks except the East China Normal University edition have similar and far more interdisciplinary contents.The textbooks of the four editions pay more attention to physics,economics,architecture and other first-level disciplines,but do not pay much attention to agricultural science and medical science.(2)From the perspective of presentation position,except for Beijing Normal University edition,the distribution of the other three editions is very similar,and all pay attention to the introduction of interdisciplinary content in exercises,examples and columns,while Beijing Normal University edition pays attention to the integration of interdisciplinary content in exercises and body.(3)For the interdisciplinary type,Beijing Normal University edition,Suke Edition and People’s Education edition are mainly parallel type,while East China Normal University edition is mainly connected type.The four versions pay more attention to the application of spider web type.(4)For the purpose of setting,the four editions of textbooks are mainly aimed at application consolidation.Knowledge introduction is second only to application consolidation,and Beijing Normal University version has the highest proportion of experimental exploration.(5)As for the presentation mode,the number of the four editions of textbooks is successively "paragraph","sentence" and "page".In the edition of East China Normal University,the proportion of pictures and texts is more than two times that of texts.(6)As for the necessity of illustration,all the textbooks in the four editions tend to use necessary illustrations,while non-necessary illustrations are not appreciated.Finally,according to the results of comparative analysis,the author obtains the following enlightenment:(1)Inspiration from the compilation of interdisciplinary content in junior middle school mathematics textbooksIt is essential to consider the ratio of interdisciplinary material,the diversity of subject sources,the seamless integration of key topics into the textbooks,the appropriateness of interdisciplinary categories,and the expansion of interdisciplinary content as necessary to achieve a more profound integration.These efforts will broaden students’ disciplinary horizons and enhance their capacity to apply mathematical and other subject-specific approaches to analyze and address real-world problems.(2)Inspiration from the interdisciplinary teaching of mathematical functions in junior middle schoolTeachers should improve their own interdisciplinary comprehensive quality,grasp the essence of function,coordinate the relationship between "cross" and "close",pay attention to the infiltration of interdisciplinary thinking in mathematical activities,give full play to the interdisciplinary application value of function thought,cultivate students’ interdisciplinary application awareness,improve interdisciplinary thinking and ability.