Historical and mathematical component in 5-6 grade mathematics textbooks

Statement of the problem. The problem of including elements of its history in the content of the school course in mathematics is not new in pedagogical science. However, at present, an increase in its relevance is associated with at least two factors: the need to implement the requirements of the Federal State Educational Standard and the significant potential of the historical and mathematical content for solving educational and developmental learning problems. Based on this, the purpose of the article is to highlight the main types of historical and mathematical information used in the 5th-6th grade mathematics textbooks and to determine the ways to improve the historical and mathematical component of the textbook content. The research methodology is based on the analysis and synthesis of regulatory documents in the field of mathematics education, textbooks on mathematics, research papers by foreign and Russian scientists recognized by the scientific community, and the authors’ personal experience in using elements of the history of mathematics in teaching high school and university students. Research results. It is proposed to take into account the elements of its content and the types of activities performed by students when assessing the historical and mathematical component of textbooks. The etymology of mathematical terms, historical essays, tasks of a historical and mathematical orientation, including those focused on the implementation of educational projects, a personalistic component of the history of mathematics, ancient tasks are the main elements of the historical and mathematical component of the content of textbooks. Conclusion. The directions of improving the historical and mathematical content proposed in the article can be used to create new and improve existing mathematics textbooks.