Research On The Distribution And Current Situation Of Mathematics History In Junior Middle School Mathematics Textbooks Published By People's Education Press

Since the new curriculum reform,the status of mathematics history in mathematics teaching has been gradually improved.A large number of mathematics historical materials have been integrated into various versions of mathematics textbooks,and the curriculum standards have also made relevant requirements.Under this condition,a large number of excellent mathematics workers and front-line teachers participated in relevant research.Through the inquiry of various books,online journals and papers,it was found that most of the research was carried out from the perspective of the content and teaching of the history of mathematics.In 2016,the international research group(HPM)also took "mathematics history in Mathematics Textbooks" as an important research topic.So how are the historical data of mathematics embodied in the middle school textbooks? How is the distribution? In the actual teaching,what is the students' attitude and what is the real situation in the teaching ? These problems will be analyzed and discussed one by one based on the research results at home and abroad.In the research process,This paper first summarizes the research background,carries on the literature analysis,arranges the mathematical historical materials presented in the teaching materials,then issues the questionnaire to carry on the investigation.At the beginning of work,a large number of documents are consulted,the research on the history of mathematics at home and abroad is simply sorted out,and some related concepts are basically defined.Then,the distribution of the history of mathematics in the teaching materials is counted and analyzed.The teaching materials used in this paper are selected from the junior middle school teaching books of the people's Education Edition.The mathematical historical materials involved in the textbooks of Grade 7,Grade 8 and grade 9are sorted out by using tables,including the distribution of content categories,presentation forms and positions.It is found that the distribution of mathematical history content in the teaching materials is uneven,The distribution position is mainly after the text,and the form is single.Then the author takes the middle school students as the research object,uses the questionnaire to investigate and study the students' purpose and interest in learning mathematics history,the ways to obtain and the mastery of mathematics history,and finds that most students agree with the teaching of mathematics history in the classroom and are also interested in learning this content.It is believed that the study of mathematical history can help students understand the content of mathematics,but the current situation of students' understanding of mathematical history is not ideal.Most of them rely on the explanation of classroom teachers,but not many students pay attention to the mathematical historical materials in the teaching materials.In addition,from the perspective of teachers,using the methods of field interview and in-depth classroom,this paper investigates the problems of teachers in the teaching of mathematical history and their practical application in the classroom.According to the results,it is found that teachers' knowledge of mathematical history is not rich enough.Most teachers understand mathematical history through teaching materials and teachers' teaching books.Although most teachers recognize the educational function of mathematics history teaching,the actual teaching does not take mathematics history teaching as an important link of classroom teaching,and there is a current situation of "high evaluation,low application".Finally,based on the results of the above analysis,Combined with the actual situation of the survey,this paper puts forward some reference suggestions for the teaching of mathematics history from the perspectives of teaching materials,teachers and students.As for the compilation of teaching materials,we should pay attention to the diversity of historical material selection and presentation methods.Teachers using teaching materials should take the initiative to learn,improve their own knowledge cultivation of mathematical history,and summarize experience and methods in practice.Students can take the initiative to take a variety of ways to understand the knowledge of mathematical history through the exhibition of mathematical history,so as to promote the improvement of students' knowledge level of mathematical history.