Research On High School Mathematics Textbooks From The Perspective Of HPM

“General High School Mathematics Curriculum Standard(2017 Edition)”requires that mathematics culture be a theme throughout the high school curriculum.History of mathematics as an important part of mathematics culture has important teaching value.At present,the history of mathematics is integrated into mathematics education in primary and middle schools.It is a research hot spot in the field of mathematics education at home and abroad.Therefore,how to set and present the history of mathematics as an important carrier is worthy of thinking and research by mathematics educators and researchers.With the new version of APEP senior mathematics compulsory textbook Promulgated as an opportunity,from the perspective of HPM,research and analyze the characteristics of the history of mathematics in this textbook.Research questions are identified as :(1)What are the characteristics of the use of mathematical history in different topics of the new edition of APEP compulsory textbooks(“preparatory knowledge ”,"“function ”,“ geometry and algebra ”,“ probability and statistics ”,“mathematical modeling activities and mathematical inquiry activities ”)?(2)What are the similarities and differences in the use of the history of mathematics between different topics in the new APEP compulsory textbook?(3)What are the inspirations for the use and compilation of mathematics textbooks in the future?The main conclusions of the study are:(1)the number of mathematical histories in the field of “preliminary knowledge” is very small,and the use of all dimensions is insufficient;(2)the history of mathematics in the “function”field is the most abundant,and“text”is more concentrated,focusing on“column ”,Mostly appearing in the“origin and development of mathematics ”type,with the highest level of integration and involving the most disciplines;(3)The history of mathematics in the field of“geometry and algebra ”is richer,and more often appears in the type of“mathematics and mathematician story ”,“Additional”integration mainly,the lowest level of integration;(4)less history of mathematics in the field of “probability and statistics”,almost all presented in “text”,focusing on “notes”,involving a richer range of disciplines;(5)“mathematics There is no history of mathematics in the field of ”modeling activities and mathematical exploration activities;(6)The distribution of mathematics history in four fields is not balanced,the use is fragmented,the content selection is slightly narrow,and the depth of mathematics thought needsto be strengthened.Suggestions:(1)In the preparation of textbooks: increase the number of mathematical history in the fields of “preliminary knowledge”and “probability and statistics”;grasp the main line and improve the systematic use of mathematical history in the main text;present the content of mathematical history in a variety of ways;“Reconstructing”the history of mathematics and infiltrating mathematical ideas;the compilation of textbooks requires joint development and empirical evidence.(2)In the use of textbooks: attach importance to the history of mathematics in “Reading and Thinking”to stimulate effective thinking among teachers and students;Using the history of mathematics in literature reading and mathematical writing to highlight the main line;Contact,highlight the integration of disciplines;improve teachers’ mathematical history literacy,highlight mathematical thinking methods;enrich empirical research in the history of mathematics in textbooks.