Investigation And Research On The Current Situation Of Mathematics Culture Permeated Into Primary School Mathematics

The "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" points out: Mathematics is a kind of human culture,and its content,ideas,methods and language are an important part of modern civilization.In the teaching process of mathematics classroom,mathematics culture gradually showed its important position.With the continuous advancement of the new curriculum reform,the primary school mathematics classroom should also pay attention to the inheritance and development of culture.The real active integration of mathematics culture into the classroom is of great benefit to cultivating students' mathematics ability and improving mathematics literacy.The author found through the collection and sorting of early data that domestic research on elementary school mathematics culture has been studied more from a macro level,while there are fewer investigations and studies on the in-depth investigation of the integration of elementary school mathematics culture into classroom teaching.This paper analyzes the current situation of the penetration of mathematics culture in the mathematics classroom of primary schools through various investigation methods such as literature method and questionnaire survey method.It is divided into four stages:(1)Through the literature and questionnaire survey,the current primary school mathematics teachers' opinions on mathematics are analyzed.Investigate and understand the current situation of cultural penetration in classroom teaching in many aspects;(2)Compile questionnaires and select some elementary school mathematics teachers and senior students for investigation and research;(3)Collect and sort data,and use Excel software to quantify the data Analysis;(4)Summarize and analyze,summarize the current situation of the penetration of mathematics culture in elementary school mathematics teaching,analyze its many problems and crux,and propose optimization measures for it.Through analysis,the following conclusions are drawn: The current status of mathematics culture infiltration in elementary school mathematics teaching is still insufficient,which is mainly manifested in the following three aspects:(1)The defects of the current assessment and evaluation system make the infiltration of mathematics culture a "superficial effort"(2)Although most teachers consciously infiltrate mathematics culture in classroom teaching,they still lack the understanding and mastery of culture.(3)The strategies for teachers to infiltrate mathematics culture in daily teaching remain to be studied.This article mainly analyzes the causes of the above problems from two aspects:teachers and schools.The teachers themselves lack cultural literacy,their educational concepts are too conservative,they ignore textbook resources in ordinary teaching,and they do not pay enough attention to mathematics reading.From the school level,the penetration of mathematics culture is insufficient,and the activities of mathematics culture are too few.Of course,the lack of a corresponding correct evaluation system is also an important factor.According to the research conclusions,this article puts forward specific suggestions and measures on how to infiltrate mathematics culture in elementary school mathematics teaching with quality and efficiency.Corresponding optimization measures are proposed from the two levels of teachers and schools.Teachers pay attention to improving mathematics cultural literacy.Schools should build a mathematics cultural platform and work together to help infiltrate mathematics culture in primary school math classroom teaching.