The Comparative Study Of Mathematical Culture In High School Mathematics Materials

With the deepening of the reform in the mathematics curriculum in China’s high schools,mathematical culture has received significant attention.Different versions of high school mathematics textbooks have incorporated a considerable amount of mathematical culture in various forms.In order to improve the quality of mathematical culture in Chinese high school mathematics textbooks and effectively implement the educational value of mathematical culture in mathematics teaching,it is necessary to compare and study the mathematical cultural content in different versions of high school mathematics textbooks.This study takes the People’s Education Press Version A(2019edition)and the Hunan Education Press Version(2019 edition)as examples of compulsory high school mathematics textbooks and compares the distribution,types,and application levels of mathematical culture columns in the textbooks as a whole and across different themes.Based on this comparison,recommendations are made for the compilation of Chinese high school mathematics textbooks and teacher instruction.The study focuses on the first and second volumes of the People’s Education Press Version A(2019 edition)and the Hunan Education Press Version(2019 edition)of compulsory high school mathematics textbooks.Research methods employed include literature research,comparative analysis,content analysis,and case studies.The following conclusions are drawn:In terms of the overall perspective,both versions of the textbooks have effectively implemented the curriculum standards and actively responded to the requirements.The Hunan Education Press Version contains a larger amount of mathematical cultural content,and both versions emphasize the integration of mathematical culture in exercises.The distribution of mathematical cultural types is similar in both versions,with mathematics and daily life being the most prominent type.The application levels of mathematical culture are generally the same in both versions,mainly involving supplementary and separable formats.From different themes,the order of quantity of mathematical cultural content in the textbooks,from highest to lowest,is as follows: probability and statistics,functions,geometry and algebra,prerequisite knowledge,mathematical modeling activities,and mathematical exploration activities.The People’s Education Press Version A contains more mathematical cultural content in the functions theme than the Hunan Education Press Version.In other themes,the Hunan Education Press Version is more abundant in terms of mathematical cultural content compared to the People’s Education Press Version.Through comparison,it is found that the two textbooks have their own characteristics in the setting of mathematical culture.There is A practice column of "Literature reading and mathematical writing" in the textbook of the A-edition,and mathematicians and their achievements will be integrated into the exercises.The history of mathematics in the Hunan edition is longer in length and illustrated by mathematicians and mathematical works,and the number of mathematicians and mathematical works is more abundant,involving more mathematical and humanistic types of mathematical culture.Based on the above conclusions,the following suggestions are put forward:(1)In the compilation of textbooks,balance the amount of mathematical culture in each column,enrich the materials of different types of mathematical culture,adopt more high-level mathematical culture application methods such as adaptive and inseparable types,increase the mathematical culture in the theme of "mathematical modeling activities and mathematical exploration activities",and expand the introduction of mathematicians and mathematical works.(2)In terms of teaching: It is suggested that teachers who use the A-edition textbooks should make efficient use of the column of "Literature Reading and mathematical Writing",make full use of the mathematical culture in the textbooks when teaching the theme of "function",and introduce the mathematical culture in the exercises;It is suggested that teachers who use the textbook of Hunan Teaching Edition lead students to pay attention to the illustrations when introducing mathematicians and mathematical works,pay more attention to the mathematicians and mathematical works in the textbook,feel the mathematical culture of mathematics and humanities and arts in the textbook,and make full use of the mathematical culture in the theme of "mathematical modeling activities and mathematical exploration activities" in the textbook.