A Comparative Study Of Mathematical Culture Between "People’s Education Press Edition A" And "Person Edition " High School Mathematics Textbooks

As a hot issue in educational research,mathematical culture has been widely recognized by scholars for its educational value.As the carrier of curriculum implementation,textbook has an important position and role in the whole school education.Based on the excellent performance of mathematical education in Hong Kong,China,its high school mathematical textbooks have their advantages.Therefore,it is meaningful and valuable to carry out comparative research on representative textbooks from the perspective of mathematical culture.Taking the ordinary high school textbook "Mathematical（Edition A）" published by People’s Education Publishing Press and "School Secondary Mathematical in Action（2nd Edition）" published by Pearson Education Press as the research objects.Compare the similarities and differences in several aspects of the content distribution and column distribution application methods,forms of expression and multiculturalism of mathematical culture.This paper examines the characteristics of the two editions of textbooks in the penetration of mathematical culture,and puts forward reasonable suggestions for the construction of textbooks and the teaching of front-line teachersThe research on the above issues mainly adopts the method of literature research,content analysis,comparative research,case study and interview,combining quantitative research and qualitative research.First,analyze the mathematical culture-related expressions in the "Mathematical Curriculum Standard for General Senior High School " and " Mathematical Curriculum and Assessment Guide",and then further compare and analyze the five dimensions of mathematical culture in the two editions of textbooks,including the content theme,column distribution,expression form,application method,and multiculturalism.At the same time,taking into account both macro and micro perspectives,three cases are selected from the public parts of the two editions of textbooks for analysis,and the following conclusions are drawn:（1）Both the "Mathematical Curriculum Standard for General Senior High School " and " Mathematical Curriculum and Assessment Guide" attach importance to the implementation of mathematical culture;（2）The overall content of mathematical culture is rich,and there are differences in different mainlines;（3）The distribution trend of mathematical culture content is similar,and the content of each subject is unevenly distributed;（4）The distribution of mathematical culture columns is unbalanced,and the application level needs to be strengthened;（5）The mathematical culture has diverse forms of expression,and the penetration level of multiculturalism is insufficient.Based on the above research conclusions,the following suggestions are put forward:（1）Balance the distribution of mathematical culture content to show the humanistic value of mathematics;（2）Enrich the setting of mathematical culture columns to comprehensively display the content of mathematical culture;（3）Improve the use of mathematical culture to enhance the Mathematical culture penetration level;（4）Enhance the expression of mathematical culture,pay attention to the utilization of multimedia resources;（5）increase the excellent traditional Chinese culture and highlight the diversity of mathematical culture.