A Comparative Study On Mathematical Culture Of Chinese And British Textbooks

As a hot topic in mathematics education research,more and more experts and scholars begin to pay attention on mathematics culture in mathematics education.Textbooks are important resources for teachers and students to carry out teaching activities.Both China and Britain have accumulated rich experience in compiling textbooks.Therefore,taking the mathematical culture as the starting point and perspective,this thesis compares and analyzes the three representative teaching materials that have been put into use,so as to not only understand the general situation of integrating mathematical culture into teaching materials in Britain,but also provide references and suggestions for the compilation of future teaching materials in China.Starting from macro and micro perspectives,this study uses the literature method,comparative study method and case study method to conduct quantitative research and qualitative analysis on two sets of mathematics textbooks published by Chinese people's education press and east China normal university press,as well as GSCE MATHS HIGHER published by OXFORD press.The main research questions are as follows:(1)what are the similarities and differences in the column distribution of mathematical cultural contents in the junior middle school mathematics textbooks of the two countries;(2)what are the similarities and differences in the presentation categories of mathematical cultural contents in the junior middle school mathematics textbooks of the two countries;(3)what are the similarities and.differences in the distribution of mathematical culture in different curriculum contents in the junior middle school mathematics textbooks of the two countries;(4)what are the similarities and differences in the application of mathematical culture in the junior middle school mathematics textbooks of the two countries;(5)what enlightenment does the content of mathematical culture in British junior high school mathematics textbooks have on the compilation of textbooks in China.Based on specific research,the conclusions are as follows:(1)on the whole,in terms of the total amount of mathematical culture contained in textbooks,OXFORD edition is the largest;(2)in terms of the column distribution,the mathematical culture in the three versions of textbooks presents a similar layout,mainly focusing on the exercises;(3)in terms of content distribution,the three versions of textbooks are similar in terms of the distribution of the four types of mathematical culture;(4)from the perspective of the application level of mathematical culture,the textbooks of the three editions are mainly separable.In contrast,the proportion of the textbooks of the East China Normal University Press in the inseparable type is slightly higher than that of the other two editions,indicating that the close relationship between culture and knowledge of the textbooks of the East China Normal University Press is higher than that of the other two editions.Based on the conclusion,the following suggestions are put forward:(1)rationalize the distribution of mathematical culture on the basis of abundant quantity;(2)diversified typesetting of mathematical culture on the basis of abundant columns;(3)carry out flexible processing of mathematical culture on the basis of respecting historical materials;(4)select the mathematical culture based on the original on the basis of paying attention to life;(5)carry out multi-disciplinary contact on mathematical culture on the basis of keeping pace with the times;(6)high-level application of mathematical culture on the basis of reasonable methods.