A Comparative Study Of Mathematical Culture In Junior Middle School Mathematics Textbooks Between China And Japan

Since it was first put forward in the 1960s,mathematical culture has been widely concerned by international mathematics education experts and scholars.On the other hand,the eighth basic education course reform of China puts forward the requirements of cultivating students’ six core qualities,such as humanistic information and scientific spirit.Textbook is compiled according to curriculum standards and knowledge system.It is the direct basis and important tool for teachers to carry out teaching activities.It reflects a country’s educational purpose and purpose,and to a great extent affects the students’ learning process and learning results.The author uses content analysis,comparative study and case study to make statistical and qualitative analysis on the relevant materials of mathematical culture in the textbooks of junior high school in Chinese mainland and Tokyo.Mathematical culture includes history of mathematics,real life,science and technology,humanities and arts.There are four ways to apply the history of Mathematics: embellishment,addition,duplication and adaptation.In the second category,the application of three kinds of mathematical culture includes external type and internal type,among which the internal type includes separable type and non-separable type.Taking equations,triangles,probability and statistics as examples,this paper compares and analyzes the relevant contents of the two editions of textbooks.The research questions are as follows:(1)What kind of mathematical culture does PEP and Tokyo junior high school mathematics textbooks have;(2)What are the similarities and differences in the presentation,application and column distribution of mathematical culture in junior high school mathematics textbooks of China and Japan;(3)What enlightenment does the content of mathematical culture in Japanese junior high school mathematics teaching material have to our country teaching material.There are many similarities between the two editions.The number of mathematical culture in algebra and analysis,graphics and geometry,probability and statistics is similar.Algebra and analysis are the most,graphics and geometry are the least.The proportion of real life is the largest,followed by science and technology,while the content of mathematical culture in history of mathematics,mathematics and Humanities and arts is less.There are more mathematical culture materials in the title and text columns,and less in the chapter head and reading materials.In the two editions of textbooks,the additional type is the first,the copy type and the embellishment type are relatively less,and the adaptation type is the last.The other three types of mathematical culture are mainly separable,followed by the external,and the least inseparable.The two editions have their own characteristics in many aspects.The total content of mathematical culture in PEP Textbooks is more and more intensive.The quantity of mathematics and Humanities and art mathematical culture in the two editions of textbooks is not different.The mathematics,humanities and arts related materials set by PEP are mostly from their own countries,while the textbooks of Tokyo edition present more western culture.Tokyo edition of the textbook will focus on the long reading materials at the end of each volume of the textbook,while PEP will set the long reading materials in the column of reading and thinking of each chapter for students to read and explore.