| Classroom culture not only plays a cultural leading role in classroom teaching,but also determines classroom teaching quality to a large extent.The transformation and reconstruction of classroom culture is core and goal of classroom teaching reform.Mathematics classroom culture,as a micro-study of mathematics culture,is abstract in theory and has no specific procedures in practice.In 2009,Nadia Kenney,a professor at Stony Brook University,pointed out that mathematics classroom culture under the model of mathematical inquiry community is a complex system of self-correction,self-guidance and self-organization.It takes dialogue and mathematical inquiry as its starting point,and organizes subject knowledge into a meaningful system in community learning.As a characteristic course supported by domestic universities for a long time,the construction of university engineering mathematics classroom culture requires students to be proficient in using mathematics,identify and differentiate mathematics in social system,have confidence in their mathematical knowledge and appreciate mathematics as a cultural element when solving engineering problems.Under the background of "new engineering" education,how can we develop a community of mathematical inquiry and further construct a new type of mathematics classroom culture?It has become the core issue of this paper.Therefore,first of all,we should devote ourselves to cultivating students' ability of mathematical dialogue,and gradually establish social mathematical norms which values in accordance with classroom.Secondly,based on cultural and practical view,mathematical modeling activities are designed to promote students to understand application of mathematics in community learning.Finally,on the basis of students' modelling ability assessment,t-test of difference between the paired variables of mathematics learning emotion and the evaluation of mathematics teaching model,effective way to construct engineering mathematics classroom culture is explored.This paper explores the construction process of inquiry culture in university engineering mathematics classroom by action research method.Sixty-four students majoring in 17-level Industrial Engineering in a university in Western China were selected as subjects.By using qualitative research as main method and quantitative research as supplementary method,and collecting data such as teaching observation,teaching reflection,student focus group interviews and questionnaires,strategies for solving problems found in the action plan were formulated.Each action plan is based on reflection and revision of the last one.By analogy,the action plans are interlinked and refined.Qualitative analysis focuses on the describing change of students' thinking,the development of mathematics classroom practice and the establishment of social mathematics norms.Specifically,this study mainly covers the following three parts:Firstly,learning environment is optimized and roles of teachers and students are reset to develop mathematics classroom practice under community of mathematical inquiry.Students engage in mathematical dialogue,solve new mathematical problems in classroom,and mathematically discuss and action in practical community.In classroom interaction,mathematics culture becomes content of students' learning or communicating to others.The establishment and stabilization of social mathematical norms run through whole process of classroom culture generation.Cultivation of students' positive learning emotion and improvement of their modeling literacy have become dominant indicators of formation of a new mathematics classroom culture.Secondly,starting from current situation of college mathematics classroom teaching,teaching actions are constantly revised in three action research cycles.The first action plan mainly resolves explicit behavior of teachers and students,and mostly corrects it with regular classroom norms.The second action plan mainly solves development of teachers and students' classroom mathematics practice.The third action plan guarantees generation of classroom culture from steady development of socio-mathematical norms in collective argumentation.Thirdly,evaluate effect of rebuilding university mathematics classroom culture under model of mathematics inquiry community.This paper evaluates effectiveness of classroom culture generation in college mathematics from three aspects:establishment of social mathematics norms,cultivation of students'positive learning emotion and improvement of mathematical modeling ability.Among them,cultivation of students' positive learning emotion and improvement of modeling literacy are dominant indicators.of generation of mathematics classroom culture.In aspect of quantitative research,self-made mathematic modeling test paper is examined in five evaluation dimensions.Most students can find a balance between complexity and simplification,and consider goal and background limitations of modeling task.However,their abilities in model interpretation,demonstration and evaluation still need to be strengthened.At the same time,the t-test analysis of paired samples shows that the activity of mathematical modeling in inquiry community has a significant influence on students' emotion in higher mathematics learning(p<0.05),and the effect is positive.In theory,this study analyses and determines five dimensions of mathematics classroom culture,which makes the abstract theory of mathematics classroom culture operable.Meanwhile,from establishment of social mathematics norms,cultivation of students' positive learning emotion and promotion of modeling ability three aspects,the effectiveness of formation of university engineering mathematics classroom culture is reasonably evaluated.At the practical level,action research overcomes the long-term and arduous nature of construction of mathematics classroom culture,enriches and deepens research on construction of university mathematics classroom culture.At the end of the paper,research limitation and directions to be further studied are pointed out. |
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