| The reason why mathematics culture is so popular in education is that its cultural value is widely recognized.In primary mathematics education,a series of researches on mathematics culture are mainly based on teaching materials and classroom teaching,and the teaching process is mainly guided by curriculum standards.As a developed country,Singapore's national strength development is inseparable from its national culture and education,and its mathematics education is continuously in the forefront of the international test,so it has been widely concerned by the international community,and is located in East Asia with China,both of which are influenced by East Asian culture and have similar cultural history.In view of this,this paper takes the mathematical culture content in different junior high school mathematics textbooks of people ' Analysis.The conclusion is as follows:(1)On the whole,the proportion of mathematical culture content in the three editions of textbooks is mostly in the exercise column,accounting for more than 60%,while the proportion of mathematical culture in other columns is relatively small.In the total proportion of non text and introduced columns,the people's education Version(30.29%)and Zhejiang Education Version(27.42%)were higher than Singapore DM Version(14.10%),while in the total proportion of example and exercise columns,Singapore DM Version(85.89%)was higher than China's people's education Version(69.71%)and Zhejiang Education Version(72.59%).Generally speaking,in terms of column distribution,the content of mathematical culture in the three editions of textbooks is uneven.(2)The number of mathematics culture is the largest in Singapore DM Edition(1779),followed by Zhejiang Education Edition(518)and Human Education Edition(449).In the third edition of junior high school mathematics textbooks,the number of mathematics and real life is the largest,followed by mathematics and science and technology,mathematics history,mathematics and Humanities and arts.The three editions of textbooks do not pay enough attention to the content of Humanities and arts.(3)In the course content classification,the proportion of the four parts of the course content between the two editions of textbooks in China is close.The proportion of the number and Algebra(57.28%),statistics and probability(28.61%)of DM edition in Singapore is higher than that of Human Education Edition(57.28% and 22.27%),Zhejiang Education Edition(54.83% and 23.98%),on the contrary,the proportion of graphics and geometry,synthesis and practice is lower than that of the two editions in China ?(4)In the third edition of the textbook,the use of mathematical history focuses on the additional type and the compliant type,followed by the replication type,with the least embellishment type.As a whole,the four ways of using the content of mathematical history in the three editions of textbooks are unbalanced,mainly in the form of appending,which is higher than 51%.It also shows that most of the mathematical history and mathematical knowledge in the textbooks are separated,and the appending way will lead to the weakening of the function of some mathematical history and easy to be forgotten.In other ways of using mathematical culture,the proportion of separable parts in the three editions of textbooks is higher than 49.89%,which reflects the low degree of combination of mathematical knowledge and mathematical culture in the textbooks.(5)The three versions of the textbook contain the most concise and unified beauty in the content of the mathematical principles of three cases,the people's education Version(64),Zhejiang Education Version(49),Singapore DM Version(63),the content of symmetrical beauty and strange beauty is relatively less,the people's education version(all 9),Zhejiang Education Version(8 and 6),Singapore DM Version(all 7).In addition,the contents of the mathematical principles in the three cases are mostly concentrated in the definitions,properties and theorems,and the distribution of axioms,formulas and laws is very little.Based on the conclusion of this paper,the following suggestions are given:First of all,when compiling textbooks,the three versions of textbooks need to integrate advantages and disadvantages,and try to balance the distribution of mathematical culture in the columns.Secondly,in the case that the number of "Mathematics and real life" is prominent in the three editions of textbooks,it is suggested that the three editions of textbooks should appropriately add the relevant contents of "history of mathematics","Mathematics and humanities" and "Mathematics and science and technology" to balance the distribution level.Then the third edition of the textbook should weaken the situation of "additional type",strengthen the application of "conforming type","copying type" and "embellishment type" to balance the application level of "mathematical history";for the application of other mathematical cultural contents,while focusing on the organic integration of mathematical culture and the textbook,the external type of cultural contents can be added appropriately.At last,because the mathematical principles of the three editions of the textbook present concise beauty and unified beauty,while the symmetrical beauty and singular beauty are relatively few,it is suggested that the three editions of the textbook combine the mathematical knowledge of each case,adjust appropriately,and balance the number of four forms of mathematical beauty.At the same time,the teacher can strengthen the students' understanding of symmetrical beauty and singular beauty when using the teaching materials.In conclusion,I hope to get the attention of mathematics textbook editors. |
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