Research On Mathematical And Cultural Elements In Junior Middle School Mathematics Textbooks And Their Teaching

Since the research of mathematical culture gradually arisen in our country, the education of mathematical culture has caused more and more attention of people. With the deepening of the curriculum reform in primary and secondary schools, math textbooks of each grade have been trying to blend in mathematical culture. At the beginning of mathematical education reform, its research from mathematical culture and textbooks or mathematical culture and teaching, etc. After years of reform and practice, how does mathematical culture reflect in math textbooks of secondary schools? Under the situation of the current practical teaching, what are the advantages and improvements in the construction of mathematical culture in textbooks? These are the problems that the article will discusses. After that, on the basis of the conclusion, I also put forward several suggestions on the construction of mathematical culture in junior middle school textbooks.On the basis of "curriculum standard" and "curriculum standard interpretation" and some main points of some domestic scholars, the article defines the mathematical culture. From the perspective of mathematical culture elements, it can be divided into five kinds, such as its own scientific knowledge, mathematical history, production and life, science and technology, humanities and arts. This article emphatically discusses from mathematical history, production and life, science and technology, humanities and arts. At the same time, in the part of textbook comb to mathematics basic thoughts of math own knowledge discussion and analysis.According to the above definition, this article adopts textual analysis to comb and compared in the whole math textbooks of PEP edition and BNU edition, and inspect the changes of quantity from grade and mathematical culture elements. At the same time, this article adopts individual cases analysis to compare the rational number, the pythagorean theorem, the probability in two sets of math textbooks, and inspect the characteristics of mathematical culture elements in the textbooks from specific content elements and integrated into the way. Based on this, I investigate and interview the first-line teachers again. Finally, the textbooks comparison results combined with two aspects of teaching practice and "curriculum standard" are discussed, the results are as follows:(1)On the mathematical culture elements distribution, two sets of textbooks have some room for improvement;(2)On the selection of mathematical culture elements content, BSD is better than PEP;(3)In the way, two sets of textbooks have their own advantages, PEP reflects better on the history of math and mathematical basic thoughts; BSD is reflect better in the other three elements;(4)On the mathematical basic thought content, two sets of textbooks both involve the main ideas of abstract, reasoning, model etc. The remaining two sets of textbooks have focus on ideas.The above results indicate that, two sets of teaching materials each have advantages on mathematical culture, but also have greater room for improvement. So, there are some suggestions on the writing of textbooks:First, the distribution of mathematical culture elements is balanced in each grade and each teaching stage. Second, selection of mathematical culture elements and its specific content should be diversification, the content of mathematical history should include at home and abroad. At the same time, we should explore the way deeply and supplement other materials related to mathematical culture.