The Influence Of Teachers' Mathematics Cultural Literacy On Their Mathematics Teaching Behavior

This article starts from existing studies and uses a combination of quantitative research and qualitative research to reveal the correlation between teachers'mathematics literacy and mathematics teaching behavior.Quantitative research results show that the mastery of mathematics culture,the degree of intention of mathematics culture,and the degree of application of mathematics culture to teachers have a significant role in consolidating professional theoretical foundations and improving professional practices.In particular,the degree of intention and application of mathematics culture are more flexible in mathematics teachers' flexible teaching behavior,teaching management behavior,after-class reflective behavior,situation creation behavior,learning behavioral learning,brave innovation behavior,multi-angle teaching behavior,etc.Obvious effect.From the results of qualitative research,there are differences between pre-service teachers and special-grade teachers in mathematics and cultural literacy.The vast majority of pre-service teachers are still attached to the script and do not recognize the teaching value of the mathematical culture behind the teaching content.Through interviews with special teachers,it has also been found that mathematics teaching should be raised from the technical level to the level of Tao.From the attention of students to the knowledge of knowledge to the students' deep feelings of knowledge,these can be cultivated from a bit of culture,not just overnight.of.We suggest that teachers can achieve their own professional growth through continuous accumulation of experience and continuous improvement of mathematical cultural quality.