The Excavation And Development Of Mathematics Culture's Element

The multiplicity of mathematics'essential decide that mathematics education's tropism is a multi-pole, and can't be a unilateral choice. Mathematics is both a scientific tool, but also a culture. People begin to find a balance between mathematics as a science and mathematics as a culture, and mathematics education begin to care of the welfare of students. Thus the mathematics cultural education viewpoint, which education viewpoint strive to integrate mathematics'property of scientific and humanistic and take human as the emphasis started quietly into the mathematics education researchers'hearts and minds. However, mathematics cultural education have no rule-based approach, resulting in today's mathematics cultural education is still looked thin. Teachers often suffer from grasping the connotation of mathematics culture accurately , suffer from choosing teaching method and the pressure of examinations and so on. Even some teachers believe that emphasis on mathematics humanistic nature of which is to oppose its scientific nature, such contradictory views is no doubt make implementing the mathematics cultural education more difficult.To change the present situation, the urgent problem is how to transform the research findings of mathematics culture into teaching resources, and apply them to the real mathematics classroom teaching.The element of Mathematics culture is the most basic part of mathematics cultural education and the basis for mathematics cultural education carried out. Its excavation and development will transform mathematics culture's academic form and curriculum form into educational form. Therefore, the launching of mathematics cultural education is bound to the excavation and development of mathematics culture's element.The excavation and development of mathematics culture's element have to follow the principles of development, the dominant culture and invisible culture integration , consistent with the cognitive Law of students, as well as the principles of diversity . These four principles are interconnected and internal unity. They are the externalization of the concept of mathematics cultural education, but they play different roles. The means of excavation and development can be explored from the teaching of concept , the teaching of formula, the start teaching and mathematics problem solving respectively.