A Study On The Present Situation And Countermeasures Of Integrating Mathematical Culture Into Mathematics Teaching In Primary Schools

Mathematics is a science,culture is a kind of inheritance,when the two collide together,there is a different spark-mathematical culture.Mathematics is an important component of human civilization,which is clearly pointed out in the Mathematics Curriculum Standard for compulsory Education(2011 Edition).The term "mathematical culture" is once again put forward by educators alone for discussion and research.However,there are more studies on mathematical culture in middle and higher education,and the study of mathematical culture in primary education needs to be further strengthened.Based on this,this research has carried on the research to the elementary school mathematics teaching the situation which incorporates the mathematics culture,in order to give play to the mathematics culture in the primary education better.The existence value and important function of mathematics education can improve the teaching quality and effect of mathematics education.On the basis of literature analysis,the present situation of integrating mathematics culture into mathematics teaching in A and B elementary schools in Chongqing is investigated by means of questionnaire and interview,and the differences between them are investigated,and the existing problems are analyzed.The paper also analyzes the causes of the problems and puts forward the corresponding countermeasures of integrating mathematics culture into the mathematics teaching of primary schools,thus providing some factual basis and reference for educators and front-line teachers,and promoting the true advancement of curriculum standards in practical teaching.The main conclusions of this study are as follows:(1)The situation of integrating mathematics culture into mathematics teaching in primary school is in the middle level as a whole.(2)The integration of the mathematics culture in the primary school mathematics teaching has a significant difference in the grade and school factors,and there is no gender difference.(3)Through the investigation of the present situation of integrating mathematics cultureinto primary school mathematics teaching,it is found that the following problems exist in the integration of mathematics culture into primary school mathematics teaching: the educational value of mathematical culture is not obvious;the integration of mathematics culture into senior grade teaching is not prominent;mathematics culture does not attach great importance to the low quality of teaching in primary schools;the connotation of mathematical culture is not comprehensive;the contact path of mathematical culture is narrow;the overall concern of mathematical culture is a little lower.(4)Through in-depth analysis of the problems and causes of the integration of mathematics culture in primary school mathematics teaching,it is found that in addition to schools,education departments and other factors will affect the integration of mathematics culture in teaching,the more important determinants are the mathematics teachers themselves.Therefore,the countermeasures put forward in this study include the following three aspects:deep integration of teachers,paying attention to mathematics culture;the overall control of the school,the development of mathematical culture;education departments to promote the side of the dissemination of mathematical culture.