Mathematics Teaching Embodied In The Theory And Case Studies Of Mathematical Culture

Through studying and analyzing the existing returns of mathematics culture, itillustrates the concept of mathematics culture. Mathematics culture, in a broadsense, is an organism made up by idea composition and notional composition. In anarrow sense, from teaching point of view, mathematics culture only refers tonotional composition. Defining the connotation and extension of mathematicsculture. It's necessary that teaching process should embody mathematics culture.It has active effect on students' emotional factor. It is in favor of cultivatingstudents' mathematical quality and is a good approach for moral education. Byobserving the class, doing questionnaire for teachers and interviewing, itinvestigates present state of embodiment of mathematics culture during teachingand finds what factors restrict embodiment. Teachers have weak sense inembodying mathematics culture and are short of this kind of knowledge andstrategic knowledge of embodying mathematics culture. They can not mastermodern teaching methods expertly. The form of mathematics culture is single in thetextbook. Teaching and learning evaluation objectives are mainly quantified andemphasize score. It puts forward the design philosophy of class teachingembodying mathematics culture, including instructional design principles(emphasize substance, pay attention to moderate formalization, respect students'personality, teach students in accordance of their aptitude, stress process andexperience, give little attention to evaluation objectives, attach importance toemotional communication and positive influence, advocate team cooperation) andinstructional strategy (merge mathematical background into daily teaching content,permeate mathematical thinking way, display the emerging and developingprocess of mathematical content, reveal mathematics applying in daily life andother scientific subjects, appreciate the beauty of mathematics, make studentsproduce positive emotional experience). It also provides a teaching caseembodying mathematics culture. According to the limiting factor, it puts forwardmeasures of promoting the embodiment of mathematics culture during teaching.