Mathematical Culture Perspective Comparative Study Of Functions

A century-long plan,education first,and in the context of rapid economic and technological development,higher and higher requirements are also placed on education.Curriculum reform is an inevitable trend.Teaching materials are the best medium for conveying course content,a blueprint for students 'learning and teachers' teaching,and an important resource for teaching activities.Because the importance of teaching materials is sufficient to see its importance,teaching materials must be the main driver of the new round of curriculum reform.It is about the success or failure of curriculum reform and has a direct impact on the quality of teaching in China.China is now advocating a policy of “one outline and multiple books”.Based on the curriculum standards issued by the Ministry of Education,textbook writers can write suitable textbooks based on the actual situation in different regions to the extent feasible.With a view to training comprehensive development of innovative talents.In the early years of the educational reform in 2001,research on mathematical culture in textbooks had begun.In order to implement and carry out the teaching of mathematical culture well,the selection and selection of materials is the key link,so many researchers conduct research based on this breakthrough.The comparative study of mathematics and cultural content between different textbooks is of great significance for promoting China's education reform.What kind of mathematical cultural materials are easily accepted by students,what materials can reflect the cultural value of mathematics,and how to integrate these materials with the knowledge of textbooks are exactly the issues that need to be considered in curriculum reform.The author makes a comparative analysis of the selection and use of mathematical cultural content in the three editions of textbooks,and combines questionnaire surveys of front-line teachers to put forward feasible opinions on the compilation of textbooks.In the comparative study of the three editions of textbooks,it is found that the proportion of mathematical cultural content is relatively large.It can be seen that the authors of textbooks have fulfilled the requirements of curriculum standards,and culture is in the textbooks.However,based on the author's research,it is found that thecolumns of mathematical culture are unevenly distributed,and most of the mathematical cultural contents radiated from the exercises are slightly better than the other two versions.In terms of the choice of mathematical cultural content,the writers tend to choose materials related to life,while the integration of historical materials in mathematics and humanities is less.On the whole,the level of application of mathematical culture is relatively low.Most of them can be separated from knowledge.Removing cultural background can still solve mathematical problems.It seems that cultural integration is too far-fetched and cannot really exert its value,which needs to be considered by researchers.Combining the theoretical research of cultural content in textbooks and empirical research on teachers 'investigation,the author finds that teachers' mathematical cultural knowledge is relatively lacking,and the classroom teaching effect of mathematical culture is not ideal.Based on the research findings,the author proposes the following: Balance the column distribution of mathematical culture and rationally arrange the layout;pay attention to the integration of mathematics with other disciplines,and strengthen the horizontal connection between knowledge;carefully choose the selection of historical materials of mathematics to increase its application value;improve mathematics The level of the use of culture to get rid of the constraints of culture for the sake of culture;the choice of mathematical culture should follow the pace of the times and promote the exchange between cultures;expand the teacher learning platform and strengthen the professional training of teachers.