Research On The Use Of Mathematical Culture Contents In Primary School Mathematics Textbooks Of People’s Education Press

In recent years,more and more scholars are paying attention to the cultural value of mathematics while they also focus on the instrumental value of mathematics.Therefore,"mathematical culture" has gradually become a hot spot in society and in the field of mathematics.The emphasis on the value of mathematics culture in the "Compulsory Education Mathematics Curriculum Standard" has set off an upsurge of advocating the integration of mathematics culture and primary school mathematics teaching content.As an important carrier of mathematics and cultural knowledge,textbooks are the most basic tools in teacher teaching.The use of the content of mathematics and culture in textbooks will be the basis and the key to the better application of mathematics and culture in the course reform.Based on the concept of mathematical culture put forward in the curriculum standard and the explanation of the connotation of mathematical culture by scholars,this study concretizes the content of mathematical culture in textbooks into four categories : history of mathematics,mathematics and real life,mathematics and science and technology,mathematics and humanities,and selects compulsory primary school mathematics textbooks published by People’s Education Publishing House and approved by the Ministry of Education in 2013.Based on textual analysis of mathematical cultural content in textbooks,a survey tool is constructed.Questionnaires and interviews are conducted on the situation and influencing factors of primary school front-line teachers’ use of mathematical cultural content in textbooks.Based on data,the characteristics,problems and influencing factors of teachers’ use of mathematical cultural content in teaching are recognized,and strategies and suggestions to promote teachers’ use of mathematical cultural content in textbooks are put forward.The following conclusions are drawn :Firstly,the mathematics and culture content in the mathematics textbooks of the PEP Edition has the following characteristics :(1)It is close to the reality of life and deepens the knowledge of mathematics and culture;(2)Multi-format multi-form presentation,covering a wide area;(3)Closely link teaching content and arrange reasonably;Fourth,follow the law of cognition and spiral rise.Secondly,sample teachers have the following problems in using the mathematics culture content in textbooks :(1)Sample teachers use the mathematics and culture content of textbooks in their teaching.However,it is more inclined to use the scene material in textbooks(different from historical materials)and the mathematical cultural content in the text.Sample teachers do not adapt much of the history of mathematics,but they often adapt the scene material to make it applicable to the current classroom;(2)Sample teachers fully respect the subject status of students in the teaching process of mathematics and cultural content,and will use modern information technology to assist teaching;(3)For the implementation of the goals of mathematics and cultural content,sample teachers believe that it can allow students to initially understand the history of mathematics,experience the development history of mathematics history,enhance national pride,and stimulate interest in learning.It can also allow students to deeply understand mathematics knowledge,experience the production of mathematics knowledge and the use of mathematics methods,broaden students ’horizons,and improve students’ core literacy;Thirdly,sample teachers have the following problems in using the mathematics culture content in textbooks :(1)There are still some teachers surveyed who do not understand mathematics culture,and their teaching goals are not clear.They rarely use mathematics culture content in teaching.(2)Sample teachers still have some irrationality about the classroom time arrangement.Teachers ’use of mathematics and culture content in textbooks is easily influenced by teaching time,teaching content,and modern information impact.(3)Some sample teachers have difficulties in adapting the content of mathematics culture,especially in the history of mathematics.This shows that teachers should also improve their own teaching literacy and enrich their own knowledge reserves.Finally,based on the current situation,the author puts forward the countermeasures to promote teachers to use the mathematics culture content in textbooks.(1)Teachers ’self-improvement strategies include: correctly treating the content of mathematics and culture,striving to improve their own mathematics and cultural literacy,establishing the teaching concept that middle school students are the main body in the classroom,guiding students to love mathematics from the essence of mathematics and culture,and leaving students with time to fully experience and think about mathematics and culture.(2)The strategies for compiling the content of mathematics culture in textbooks include : strengthening the choice of mathematics culture content,distributing reasonable mathematics culture content columns,and enriching the presentation of mathematics culture content,increase the proportion of mathematics and science and technology,mathematics and humanities in textbooks.