The Comparative Study Of The History Of Mathematics In Chinese And Japanese Middle School Mathematics Material

The history of mathematics and mathematical culture are one of the hot issues in the research of mathematics education at present.The new round of curriculum education reform makes the history of mathematics and the culture of mathematics become the focus of the curriculum of basic education.The compulsory Education Mathematics Curriculum Standard(2011 Edition)issued by the Ministry of Education and the General Senior High School Mathematics Curriculum Standard(experiment)clearly put forward that mathematics culture should be regarded as an integral part of teaching material,the history of mathematics should be incorporated in the teaching material,the students’ interest in mathematics learning should be increased,and the students’ understanding of mathematics development should be more clear,so as to improve their mathematics accomplishment.Therefore,more and more educators begin to focus on the study of mathematics history and mathematics culture.This study compares the integration of mathematics history in Chinese and Japanese junior high school textbooks.From two dimensions,namely the content distribution and presentation of mathematics history,the seven aspects are the total number,column distribution,domain distribution,subject classification,application mode,presentation form and Presenting the position to compare the mathematics history of Chinese and Japanese mathematics textbooks.Taking the Zhejiang Education Edition and the People’s Education Edition of China and the Tokyo Edition of the Japanese edition of the textbook as examples,the statistical analysis method and the comparative research method are used to quantitatively and qualitatively analyze the content of mathematics history in the textbook.Based on the research,the following conclusions are obtained:(1)The total amount of mathematics history is moderate,the subject distribution is similar,and it is mostly in the seventh grade.(2)The distribution of mathematics history columns is mostly concentrated on reading materials.(3)The content distribution of mathematics history is uneven,and there is less history of applied mathematics in the field of“probability and statistics”.(4)The subject matter of mathematics history is diverse,the overall difference is not large,and the distribution is relatively balanced.(5)There is little difference in the way of applying mathematics history.(6)The form of mathematics history is basically the same,and both are mostly illustrated.(7)The history of mathematics is roughly the same,and the post-position is mostly.On the basis of the research conclusions,suggestions are given for the three aspects of textbook writing,teacher teaching,and student learning.