摘要
构建分析框架，比较中、法两国初中数学教材对数学史的使用情况，发现数学史已进入我国教材正文的各个环节，数学历史名题的“复制式”与“顺应式”使用做到了联系学生实际。而对于符合我国学生认知需要的“重构式”融入，相比于法国教材明显不足。数学史应成为衡量教材质量的一个维度。
This study compares the historical factors in French and Chinese mathematics textbooks of junior school. A framework including five categories is established to analyze these textbooks. It is found that in Chinese textbooks the materials of mathematics history have been presented in all taches of some topics, and lots of famous problems in history of mathematics are integrated into textbooks by ＂duplication＂ and ＂accommodation＂ approaches according with students＇ situation. While the ＂reconstruction＂ approach meeting students＇ cognitive needs is much less used in our textbooks than in French textbooks. It is suggested that the historian of mathematics should be the team members of textbooks compilation, and the history of mathematics should be treated as one of the dimensions to measure the quality of mathematics textbooks.
出处
《课程．教材．教法》
CSSCI
北大核心
2012年第8期63-68,共6页
Curriculum，Teaching Material and Method
基金
国家社会科学基金“十一五”规划2010年度教育学重点课题“主要国家高中数学教材比较研究”(ADA100009)子课题九的部分研究成果
关键词
数学教材
数学史
融入方式
重构式
比较研究
Mathematics textbooks
history of mathematics
approaches to integrate history
reconstructionapproach
comparative study
作者简介
蒲淑萍（1971-），华东师范大学数学系博士研究生，主要从事数学史与数学教育研究；
汪晓勤（1966-），华东师范大学数学系教授，博士生导师，主要从事数学史与数学教育研究。
