The Empirical Study Of Inheriting Mathematical Culture In Primary School Mathematics Classroom Teaching

Mathematics is not only a science that conveys the rational spirit,but also a science full of humanistic qualities.The curriculum standard clearly states that the content of mathematical culture should be infiltrated into the mathematics textbook,and reflect the connection among mathematics,life and other disciplines,and properly present the content of mathematics historians and the beauty of mathematics.At the same time,the core literacy of mathematics requires students not only to gain the knowledge,but also to understand their inner mathematical thoughts,spirits and emotions.It can find that mathematics education under the concept of mathematical culture has received extensive attention and respect.so the practice of inheriting mathematics culture in primary school mathematics classroom teaching is a problem worth exploring.Based on the process of course implementation,this study analyzes the curriculum standards and uses the content analysis method to analyzes the mathematics and cultural content of the three versions of primary school mathematics textbooks,and analyzes the main mathematical culture contents and theirpresentationcharacteristics contained in the textbooks.Then,Using interviews and classroom observations method to analyze the teachers' mathematical culture cognition and their classroom actual teaching.Finally,Using interview method to analyzethe students' mathematical culture cognition.The research found:The curriculum standards clearly define the mathematics culture from the course objectives,course content,and textbook writing.Under the guidance of the curriculum standards,the mathematics textbooks in primary school contain rich cultural resources,which exist in both explicit and implicit ways.It is mainly represented by four modules:mathematics thought,mathematicians and literary works,mathematics beauty,and mathematics application.The distribution of each mathematical thought in various fields has its own focus.The contents of mathematicians and literary works are few and presented in explicit form.Most of the content presented is in its original state and has not been transformed into course content.The content of mathematics is less,mainly presented in implicit form,and contains imbalances,mainly based on simple beauty and symmetrical beauty.There are many contents inmathematics application,which are presented in explicit form,but they contain imbalances.The content of mathematics and life is the main content,and there is less physical connection with mathematics knowledge.Teachers pay more attention to mathematics culture,fully affirm the value of mathematics culture,but the understanding of the connotation of mathematics culture is not accurate,and the mathematics culture literacy is not perfect.Teachers with high education and high education have a higher level of understanding of mathematics culture,but there is still lacks.In the classroom teaching,the teacher's content of mathematics culture is not fully explored,and the level of application is low;Activities emphasize process consciousness,but the type is relatively simple,and does not focus on the cultural elements behind the exploration;The teaching content is deep,focusing on the development of students' thinking,but not on the connection of content.The problems created are cultural,but the level of cognition is not high enough to fully stimulate students' thinking;The evaluation system is imperfect and lack of evaluation of mathematical culture.Under the influence of the curriculum standards,the mathematical and cultural content of the textbook,the teacher's mathematical culture cognition and the mathematics culture classroom teaching,Students have a high interest in learning mathematics culture,but there is a serious imbalance in the understanding of all aspects of mathematics culture.For mathematics thoughts and mathematics applications,the students' literacy is higher,but the understanding of mathematicians and mathematics is more superficial and lacking,and the mathematical culture literacy is not perfect.At the same time,the initiative to learn mathematics culture is not high.Based on above research findings,this thesis offers some suggestions to textbook,teachers,and classroom teaching with relevant theories:The textbook should increase the content of some mathematics culture,enhance the integration of mathematics culture content and mathematics knowledge,and improve the mathematics culture content in the textbook.Teachers should establish a correct view of mathematics culture and strengthen the teaching ability under the concept of mathematics culture.According to the theoretical basis of the mathematical culture,this research constructs a teaching model of mathematics culture in primary schools.