An Investigation On The Current Situation Of Mathematical Culture Teaching Implemented In Middle Schools

Traditional mathematics education has always attached importance to knowledge transfer,skills training and ability training.In this view,mathematics is regarded as a useful tool for understanding and transforming the world.It has over-emphasized the utilitarian value of mathematics.But the new curriculum standard now requires to survey mathematical education in a broader cultural field and combining the cultural nature of mathematics.The Mathematical Culture teaching has entered the mathematics classroom,which has challenged traditional mathematics teaching and produced good results.This article is devoted to studying the current situation of junior middle school mathematics culture teaching and provides some suggestions and references for the current implementation of mathematics culture teaching.It is divided into three parts to describe.The first part describes the preparations for this study,including Chapter 1 to Chapter 3.It mainly explains the background and the significance of this topic,and analyzes the research status at home and abroad.Afterwards,it defines the concept of mathematics culture,combines with the teaching concept of the new curriculum standard and the constructivist teaching concept,to provide suggestions for mathematics culture teaching.Then research program,combines questionnaires,interviews,classroom observations,and other forms research methods,has been identified.And also a detailed research plan has been developed based on the research program.The second part is the emphasis,including Chapter 4 and Chapter 5.It analyzes and explains the current situation and suggestion of the implementation of mathematics culture teaching.Based on the questionnaire survey data,it analyzes the status quo from four aspects: teachers,students,teaching materials,and assessment.It shows most students are of one-sided understanding on mathematics culture,and they learn mathematics culture mainly depends on classroom teaching.The teacher has weak mathematics cultural awareness and lack of experience in mathematics culture teaching.The mathematics culture in the textbooks is not very rich.And assessment of mathematics culture remains at the surface.This article starts from the participants of the teaching implementation and proposes strategies for the improvement of mathematics culture teaching for students,teachers and education authorities.The third part is the application and reflection of the research conclusions,including Chapter 6 and Chapter 7.It combines the foregoing suggestions for teachers and students,designs the mathematics cultural teaching class of “linear equation with one unknown” and carries out this design.After the implementation,the feedback from students and teachers was relatively successful.Finally,the research was reviewed and forecasted.Mathematical and cultural teaching has gradually become an integral part of mathematics teaching.This paper is based on the current state of mathematics culture research,and it is of great significance to the fusion of mathematics culture and mathematics education.The proposed countermeasures also have certain value for front-line teachers and schools.