The Penetration Study Of Mathematical Culture In Primary School Teaching Of Mathematics

Mathematics is a basic course.As far as the current situation of domestic mathematics education is concerned,people generally attach importance to basic knowledge rather than cultural literacy.In this context,mathematical culture has been paid more and more attention by researchers.Primary school is the embryonic stage for students to understand the world.Attaching importance to primary school mathematics education helps students to establish a correct view of mathematics,cultivate innovation ability and practical ability.Therefore,primary school mathematics culture education is particularly important.This paper mainly studies three problems:(1)What is the main content of mathematical culture in textbooks? What are the characteristics and whether they are perfect?(2)What is the teacher's attitude towards mathematics culture? How to infiltrate in daily teaching?(3)What is the current level of students' cognition of mathematical culture?In this study,mathematical culture is divided into two categories: explicit mathematical culture and implicit mathematical culture.First of all,through reading the literature,combing the research status of mathematical culture,combing the mathematical culture of "do you know" in the textbook,and designing the questionnaire.Then,all the mathematics teachers and the fifth and sixth grade students of a primary school in Taiyuan city are selected as the survey objects to process and analyze the data results;finally,individual interviews are conducted with teachers and students in view of the hidden mathematics culture.Through the research,the following conclusions are drawn:(1)The mathematics culture in the existing teaching materials meets the requirements of the standard,pays attention to the reality of life,and combines pictures with pictures in the arrangement.But the content is single.It is suggested to enrich the forms and balance the mathematical culture of all dimensions.(2)At present,teachers recognize the positive role of mathematical culture,but limited by the status quo and their own literacy,so students' cognition of mathematical culture is also insufficient.It is suggested that teachers should improve their own quality,do a good job in the design of teaching practice,and make mathematics culture permeate into every class.(3)We can consider designing more content related to mathematical culture in the test questions.Using the guiding role of examination in teaching can play a positive role in guiding mathematical culture and enrich the evaluation system.The concept of "mathematical culture" has been in the public view for more than ten years,but few of them have been implemented in front-line teaching.Therefore,I hope this study can contribute to the infiltration of mathematical culture.