Research On The Infiltration Of Mathematics Culture Into Mathematics Teaching In Primary Schools

With the implementation of the new curriculum reform,people's educational concepts are constantly updated.Mathematics culture,with its unique charm,has also attracted special attention from the educational circles.Especially since 2001,scholars have pushed forward the study of mathematical culture to a new stage,that is,the study of mathematical culture not only stays at the theoretical level,but also turns to primary and secondary schools and infiltrates into practical mathematics teaching.Primary school stage is the foundation of basic education.Primary school students are in the basic stage of development in many aspects.Infiltrating mathematical culture in classroom teaching is of great value to the cultivation and promotion of students' mathematical literacy.However,the thought of exam-oriented education is deep-rooted,which leads to the contradiction between mathematics teaching and culture.The excessive attention to the accumulation of mathematical knowledge,the training of mathematical skills and other instrumental values also reduces the cultural charm of mathematics itself.Making students acquire mathematics knowledge is only one of the aims of mathematics teaching.While teaching students to learn knowledge,they should also be guided to understand the cultural spirit.Therefore,in order to implement the people-oriented educational purpose and promote the all-round development of students,it is necessary to pay attention to the transmission of mathematical culture and consciously infiltrate mathematical culture in mathematics teaching.Through searching literature,sorting out and analyzing relevant research,this study summarizes the connotation,characteristics and value of mathematical culture on the basis of previous studies,and promotes the understanding of the necessity of infiltrating mathematical culture on the basis of clear concepts.Then,through the practice of H Primary School in Zhengzhou City,the infiltration status of mathematics culture in classroom teaching in Zhengzhou was investigated by questionnaire,interview and classroom observation.Statistical analysis of the survey results shows that the infiltration of mathematical culture in primary school mathematics classroom teaching mainly exists in the following problems: teachers' mathematical cultural literacy needs to be improved,infiltration consciousness is weak,infiltration superficiality,neglect of practical work,lack of relevant assessment in teaching evaluation and so on;attribution analysis shows that the main factors restricting the infiltration of mathematical culture are teachers' lack of understanding and teaching skills.It needs to be further improved,educational utilitarian orientation is obvious,too much emphasis on the tool value of mathematics,schools and society do not attach importance to mathematical culture,serious lack of relevant training,single content form of mathematical culture,and low relevance with mathematical knowledge.Finally,according to the existing problems and attributions of the infiltration of mathematical culture,the corresponding countermeasures are put forward from five aspects: teachers themselves,textbook compilation,classroom teaching,homework design and teaching evaluation.