Research On The Influence Of Mathematical Culture Thematic Teaching On Pupils’ Mathematical Abstraction And Logical Reasoning Literacy

Mathematics culture has been a research hotspot in mathematics education in recent years.It is spread through mathematics education.Mathematics education is a very important part of basic education.Its educational value in cultivating people’s all-round development will no longer be doubted.And the mathematics culture thematic teaching can give play to the educational value of mathematics culture more than the mathematics culture infiltration teaching,embodying the essence of mathematics education.Mathematics literacy is based on "culture".Conversely,the cultural nature of mathematics classrooms is precisely the development of the core literacy of students in mathematics.At the elementary school level,the more basic mathematical ideas are abstraction and reasoning.However,the current problem is that the early mathematics education curriculums in various countries are basically focused on calculations.When they enter junior high school,they suddenly ask students to reason,which lacks a certain "buffering room." Therefore,this paper chooses mathematical abstraction and logical reasoning literacy as the basis for testing the effect of mathematical cultural thematic teaching.This article mainly explores the influence of mathematics cultural thematic teaching on primary school students’ mathematical abstraction and logical reasoning literacy.The research consists of four parts: one is the investigation and analysis of the current situation of elementary school mathematics classroom teaching based on the improvement of mathematical abstraction and logical reasoning literacy;the other is the strategy construction of improving primary school students’ mathematical abstraction and logical reasoning literacy mathematics cultural thematic teaching;the third is based on mathematical cultural themes The development of primary school mathematics abstraction and logical reasoning literacy evaluation standards;the fourth is the practical study of the influence of mathematical cultural theme teaching on primary school students’ mathematical abstraction and logical reasoning literacy.This research uses a combination of theory and practice.The literature research method and content analysis method are used to analyze the related literature of mathematical culture and mathematical core literacy,and to construct Mathematical Culture Theme Teaching strategies and mathematical abstraction and logical reasoning literacy evaluation standards.Using survey and research methods and mathematical statistics methods,the current situation of Mathematical Culture Theme Teaching in practical schools is analyzed.Finally,the case study is used to examine the practical effects of Mathematical Culture Theme Teaching that affects students’ mathematical abstraction and logical reasoning accomplishment.The findings are summarized as follows:First,based on literature analysis,it is found that the concept of mathematical cultural education is mostly at the theoretical level of research and lacks long-term practical testing.Second,based on the theoretical analysis,The strategies of "lecture preparation" and "class" of Mathematical Culture Thematic Teaching are put forward and tools for investigating the current situation of Mathematical Culture Thematic Teaching and evaluating the effectiveness of Mathematical Culture Thematic Teaching are developed.Third,based on the analysis of the current situation,it is concluded that the core of creating a mathematical cultural atmosphere is the result of teaching students’ awareness of research,but there is also a phenomenon of polarization as the grade grows.Therefore,teachers are not only required to pay attention to students the current state of affairs,we must also strengthen the attention to the potential state and development of students.Fourthly,using mathematics abstract literacy and logical reasoning literacy evaluation criteria to review the mathematical cultural subject-based teaching practice,it was found that the Mathematical Culture Thematic Teaching had a positive impact on primary school students’ mathematical abstract literacy and logical reasoning literacy.However,the establishment of this influence is only temporary and unstable,and it needs to be strengthened and consolidated by long-term teaching practice.This study only uses the case analysis method to discuss two cases of Mathematical Culture Theme Teaching,which has certain limitations.Therefore,enriching teaching cases,conducting quantitative evaluation and in-depth qualitative research will be future research directions.