Comparison Of The Contents Of The History Of Mathematics In The New Mathematics Textbooks For High School

"General Senior High School Mathematics Curriculum Standards"(2017 edition)states:"Through the learning of high school mathematics curriculum,students recognize the scientific,applied,cultural,and aesthetic value of mathematics."At the same time,the history of mathematics can enhance students'interest in learning mathematics,helping students clearly understand the development of mathematics,and improving students' mathematical cultural literacy.This study covers the new high school mathematics textbooks for PEP A(compulsory one,compulsory two),PEP B(compulsory one,compulsory two,compulsory three,and compulsory four),and BNU(compulsory one,compulsory two)Comparison of the contents of the history of mathematics.Using literature analysis,text analysis,comparative analysis,The following issues are mainly addressed:(1)What are the contents of the history of mathematics in the high school mathematics textbooks of PEP A version,PEP B version,and BNU?(2)what are the similarities and differences in the overall content of the history of mathematics among the three sets of high school mathematics textbooks?(3)What are the similarities and differences in the setting of the content of the history of mathematics in the same set of knowledge content among the three sets of high school mathematics textbooks?The overall analysis framework of the textbook in this study includes six dimensions:knowledge theme,column distribution,application method,information carrier,historical period,and country.And compare the contents of the history of mathematics in the three sets of senior high school mathematics textbooks from the above six dimensions.The conclusions are as follows:(1)On the subject of knowledge,the contents of the history of mathematics in the three sets of textbooks are focused on the two topics of function,geometry and algebra,and they are less distributed in mathematical modeling activities and mathematical exploration activities.(2)In terms of column distribution,the three sets of textbooks have the highest proportions of the contents of the history of mathematics in the text and reading materials,and the lowest proportions in examples and exercises.(3)In terms of application methods,the three sets of textbooks all focus on the use of addendums,while the proportion of invisible integration(adaptive and refactoring)is very low.(4)On the information carrier,the three sets of textbooks are the most written,followed by pictures and text,and the least number of pictures.(5)In the historical period,the three sets of textbooks all focused on the modern and modern mathematics period,and hardly involved the origin and early development period of mathematics.(6)In the countries to which historical figures belong,the three sets of textbooks are basically distributed in China,the United Kingdom,France,Germany,the United States,Italy and other countries.Except for China,most of the figures belong to European and American countries,and rarely involve India,Arabia country.This study divides the knowledge content into four parts:preparatory knowledge,functions,geometry and algebra,probability and statistics,and compares the mathematics history of three sets of high school mathematics textbooks in the same knowledge content part,and analyzes the content of the history of mathematics and the level of application level.The conclusions are as follows:(1)In the content:the version of PEP B focuses on the use of the history of mathematics in the "preliminary knowledge" and "plane vector" sections;the version of PEP A focuses on the use of the history of mathematics in the "complex number" section;The edition of BNU focuses on the use of the history of mathematics in the "exponential and logarithmic functions","preliminary three-dimensional geometry",and "probability and statistics";the three sets of textbooks have little difference in the history of mathematics in the "function concepts and properties";three sets The textbook contains little history of mathematics in the"trigonometric functions" section.(2)At the level of application:PEP B has a higher level of application of the history of mathematics in the sections of"preliminary knowledge","concepts and properties of functions","preliminary three-dimensional geometry",and "plane vector";The levels of the history of mathematics in the "Exponential and Logarithmic Functions" and "Probability and Statistics" sections are very low;BNU has a lower level of use of the history of mathematics in the "Trigonometric Functions" section;"The level of application of the history of mathematics is relatively high on PEP A.Based on the above research conclusions,this article puts forward the following suggestions:(1)The history of mathematics should appropriately increase the integration of the topics of mathematical modeling activities and mathematical inquiry activities on knowledge topics;(2)The history of mathematics should be appropriately added to the examples and exercises in the column distribution;(3)The application of the history of mathematics should pay more attention to the application of adaptive and refactoring;(4)the history of mathematics on the information carrier should appropriately increase the visual presentation;(5)Teachers can select appropriate cases of history of mathematics from three editions of mathematics textbooks to incorporate into teaching,and should not be limited to the teaching materials used by themselves.