A Comparative Study On Mathematical Culture Of Chinese And British Senior High School Mathematics Textbooks

Mathematical culture has always been a hot issue in education research,and its educational value has been recognized more and more.With the progress of global internationalization,the exchanges of mathematics education between China and Britain have become more frequent,and British education has attracted wide attention internationally.Mathematics textbooks directly affect the development of teacher-student teaching activities and students' mathematics learning.The comparison of mathematical culture in Chinese and British high school mathematics textbooks has a certain significance for the development of education.The paper selects the Chinese A edition mathematics textbooks(2019)of senior high school published by People's Education Press and the British AS&A-Level Mathematics textbooks(2018)by Cambridge University Press as the research objects,takes the content of the function as the carrier,analyzes the dominant mathematics culture from four dimensions: column distribution,content distribution,application mode and multicultural comparison,and compares the situation of integrating mathematical thought method in three specific cases from the perspective of recessive mathematical culture,obtaining the following research results:On the whole,there are more mathematical culture contents in Chinese textbooks,the column distribution,content distribution,application mode of mathematical culture in the two editions of the textbooks are extremely uneven,and there are obvious differences in the distribution of multicultural culture.(1)In terms of column distribution,the mathematical culture content of Chinese textbooks is concentrated in the exercise column,while the mathematical culture of other columns is less and has little difference.However,the mathematical culture of British textbooks mainly focuses on the introduction column,followed by exercises and non-body column,and the sample column is the weakest.(2)In terms of content distribution,the distribution trend of mathematics culture in the two editions of textbooks is similar.The number of mathematics and real life content is the highest,followed by mathematics and science and technology,mathematics history,while the content of mathematics and humanities and art is relatively scarce.(3)In terms of application mode,the two editions of textbooks mostly adopt accommodation and complementation in the application of mathematics history,and the application level of the mathematics history in Chinese textbooks is higher.The mode of using other mathematical cultures is mainly separability.(4)In terms of multicultural comparison,the number of multiculturalism in both editions of textbooks is small,the multiculturalism in the Chinese textbook is more evenly distributed,while in the British textbook is concentrated in the part of foreign mathematics culture.Mathematical thought method permeates every column in the both editions of textbooks,especially pay attention to the special and general,transformation and conversion.The use of mathematical thought method in Chinese textbooks is more "trace-able",focusing on the cultivation of abstract ability,while in the British textbooks is hidden deeply,focusing on the cultivation of calculation ability.Based on the above conclusions,some suggestions are put forward:In the compilation of textbooks,attention should be paid to the scientific rationalization of the distribution of mathematical culture columns,the diversification of the content selection,the flexible application,the international diversification of the content,the explicit manifestation of mathematical thought method,and the enrichment of reference resources.In the teaching work,realize the value and function of mathematical culture,pay attention to the relationship between actual situation,function knowledge and mathematical culture,and dig the mathematics thought method in the mathematics textbooks deeply.