A Comparative Study Of Mathematics Culture In Junior Middle School Mathematics Textbooks

At the beginning of the 20 th century,mathematics became over-formalized.In order to return mathematics to the cultural level,many Western mathematicians emphasized the cultural color of mathematics,and then put forward the "mathematical culture".Many mathematic educators in China have also noticed the importance of mathematic culture,thought deeply about the significance of mathematic culture,and infiltrated it into daily teaching.Therefore,in this study,we selected a complete set of junior middle school mathematics textbooks(grades 7-9)from the People's Education Press,the Beijing Normal University Press and the East China Normal University Press,which are used in most parts of China,from three dimensions: content distribution,column setting and application mode,and chooses cases to make a comprehensive comparative analysis of the content of mathematics culture,and gives suggestions combined with teacher interviews,It is hoped that the conclusions of this study can first provide reference for compiling the mathematical culture in the junior middle school mathematics textbooks,and secondly provide valuable reference suggestions for future teaching reform.The conclusions are as follows:(1)In terms of the content distribution of mathematical culture,the three editions of textbooks have rich mathematical culture,with the largest number of cultures in the Beijing Normal University Press edition(1189),followed by the People's Education Press(1003),and the East China Normal University Press edition(777).The distribution of sub-categories of mathematics culture in the three editions of textbooks is very similar,and the distribution is extremely unbalanced.The proportion of the content from large to small is real life,science and technology,mathematics history,humanities and arts.Furthermore,the distribution of the real life subcategories in the three editions are extremely unbalanced,with the most daily life and the least professional life;the science and technology content in the Beijing Normal University Press Edition is relatively more than that in the East China Normal University Press Edition,and the three editions of textbooks emphasize the combination of mathematics and material science,but rarely involve high and new technology;the history of mathematics in the three editions of textbooks are mostly the proof of mathematical concepts,theorem background and geometric theorem.The three editions of textbooks lack humanities and art,and the content of music are very few.(2)In terms of column setting of mathematical culture,most of the three editions of textbooks are arranged in after-class exercises,followed by classroom exercises,and the number of other columns is less.In addition,the number of culture in the non-text,introduction,examples and classroom exercises of the three editions of textbooks is close,while the number of culture in after-class exercises is quite different.(3)In the application of mathematical culture,the use of mathematical history in the New People's Education Edition and the East China Normal University Press Edition is at a lower level as a whole,while that in the Beijing Normal University Press Edition is relatively high.Other mathematical cultures are well integrated into textbooks.(4)In case analysis,the number of mathematical cultures in the algebraic,geometric and statistical probability parts of the three editions of textbooks is different,and the content distribution is not balanced,and because of its own characteristics of mathematical knowledge,it will lead to differences in the content of mathematical culture.Suggestions are given:The revelation is:In junior high school mathematics textbooks,we should reduce the real life appropriately;enrich the history of mathematics,run it through the knowledge system of mathematics,increase school life appropriately and introduce complex life knowledge timely;we can increase science and technology in inquiry activities;increase and rationally set up humanities and arts to appreciate the beauty of mathematics;and rationally arrange the column settings of culture to make both mathematics knowledge and culture.