A Comparative Study On History Of Mathematics In Primary School Mathematics Textbooks

At present,there are some contents of mathematics history incorporated into the textbooks of elementary school mathematics in our country.So here are some questions.What is the current situation of this content teaching? Is there any problem in its writing? If it is an effective way to improve the compilation of textbooks through the comparative study on different versions of the textbook? And how can it be improved to better guide the history of mathematics into teaching practice? With the above problems,this paper based on textbook explores an in-depth research,attempting to provide constructive suggestions for the compilation and teaching practice of this content.Through the questionnaires and interviews,it is found that the current teaching situation of math history in textbooks is not optimistic.Both teachers and students are not satisfied with the contents of mathematics history in the teaching materials.Therefore,this article takes the teaching material writing as an entry point to explore deeper reasons.Taking PEP and XJP primary school mathematics textbook as an example,this paper conducts a multi-dimensional comparative analysis on the history of mathematics contents.On the basis of comparing the contents compilation of the two,some respective or coexist shortages and problems are summed up and the following conclusions are drew:(a)Content in the mathematical history remains to be further enriched;(b)The selection of mathematical history is slightly narrow;(c)Unbalanced distribution of the content of mathematical history;(d)The integration of mathematical history content tends to be into a single mode;(e)The presentation of content should be more perfect;(f)Content application level needs to be improved.Based on the investigation of the current teaching and practical needs of both teachers and students,this paper provides some suggestions,from two aspects oftextbook compilers and users,to improve the writing of textbooks and promote the teaching practice of teachers.For writers:(a)fully excavation and reasonable choice;(b)multiple inclusion and balanced selection;(c)scientific layout and diversified presentation;(d)organic integration and application;(e)joint efforts to develop and integrate empirical research.For users:(a)change the concept of teacher teaching material: from outside to inside;(b)reasonable use of the contents of mathematics history in textbooks;(c)improve the quality of his own mathematical history;(d)develop case teaching design.