Mathematical Culture Analysis Of Qingdao Primary School Mathematics Textbook

Mathematics culture is an important part of human culture.Like language and characters,it is an important tool for human to communicate thoughts and feelings,and also a ladder to cultivate human thinking and establish scientific spirit.In recent years,"mathematical culture" has been paid more and more attention by scholars and become a research hotspot.With the increasing attention to the mathematics culture,the exploration of mathematics culture in primary school mathematics textbooks is the only way to study mathematics education,especially the penetration of primary school mathematics to mathematics culture and other fields.This study takes the field of "Graphics and Geometry" in the textbooks of Qingdao edition as an example,and mainly adopts the methods of literature research,text analysis and interview to explore the mathematical culture in it.First of all,collect and study the relevant research results,summarize and summarize the existing research results,clarify the definition of mathematics culture,textbooks and textbook analysis,so as to grasp the direction and focus of the research.Secondly,the connotation,type,value and characteristics of mathematical culture in textbooks of mathematical culture are combed and elaborated,and the theoretical support of this study is taken.Then,the arrangement of the mathematical culture content in the field of "graphics and geometry" in the textbook is analyzed from four dimensions of mathematical history,mathematics and life,mathematics and science and technology,mathematics and humanities and art,and the selection and presentation of the mathematical culture content in the textbook is discussed.At the same time,it analyzes the application level of mathematical culture in the field of "figure and geometry",including the application level of the history of mathematics and the application level of other cultural types,and explores the function of mathematical culture in the textbook.Then,through the form of interviews to understand the teachers and students’ perception and evaluation of the teaching of mathematical culture in the textbook,it is found that there are the following problems: teachers’ cognition of mathematical culture is relatively narrow,teachers do not pay attention to the value of mathematical culture,teachers’ cognition of the function of mathematical culture in the textbook is incomplete.Students love and despise the influence of mathematical culture.Finally,some suggestions are put forward to improve the writing situation of mathematical culture in textbooks,including presenting more diverse types of mathematical culture,adopting more inherent and natural application level,reflecting more comprehensive functions of mathematical culture,and selecting more appropriate content of mathematical culture.