Research On The Integration Of Mathematics Culture Into Primary School Mathematics Teaching ——Take X Primary School In Saihan District,Hohhot City As An Example

Mathematics is the earliest tool for human beings to know the world.From primitive times up to now,mathematics has been applied in various fields with its wide use value.Now,however,the application of mathematical value was questioned,though many people recognize the unique value of mathematics in other areas,but think mathematics is out of reach,difficult to touch,is a paradise for a few people,because people will not use in real life such as difficult calculus mathematics,so some scholars suggest cancel the mathematics teaching in the university,Such views have led educators to re-examine our math education.Klein also criticized today’s rigid math education,in which math is taught as a separate subject from elementary school to college,with little connection to real life.Mathematics education becomes the world of the elite,so that most students are intimidated.Therefore,since 1950 s,researchers have proposed the concept of mathematical culture in order to change the current situation of mathematics education and study mathematics from a more macroscopic perspective.In the process of studying mathematical culture,we find that we ignore too much humanistic value in mathematics education,but only pay attention to its use value,so mathematics education is becoming narrower and narrower,and gradually move to the other extreme.The study of mathematical culture gradually attracted the attention of Chinese educators.In the 1990 s,Chinese scholars carried out research on mathematical culture from various perspectives.With the continuous advancement of quality education and the introduction of new curriculum reforms,mathematics culture has gradually entered people’s field of vision.As a result,mathematics culture began to be combined with mathematics teaching in my country.Many educators discussed the value of mathematics culture in mathematics education from different angles,which played an important role in improving students’ aesthetic awareness and forming a correct outlook on mathematics.Although mathematics culture integrates cultural value into mathematics learning itself,realizes the deep integration of emotional value,integrates application value and emotional value,and is obviously helpful to mathematics teaching,but it is difficult to promote teaching in practice.In the research of this paper,the related research and concept of mathematical culture are sorted out first,which lays a solid theoretical foundation for the subsequent research.Then,a survey was conducted on the teachers and students of X Primary School in Saihan District,Hohhot city.Through sorting out the data,four problems were found: the lack of corresponding mathematical cultural knowledge,the limitation of mathematical cultural content in textbooks,the superficial way to integrate mathematical culture,and the lack of training and research on mathematical culture.The main reasons are teachers’ insufficient mathematical literacy,weak application ability,lack of reference applied mathematical culture teaching materials,low overall attention to mathematical culture,and less research on the integration of mathematical culture.In view of these problems,we believe that we should improve teachers’ own mathematical literacy,strengthen the relevant research of primary school mathematical culture teaching,explore the effective way of integrating mathematical culture into teaching,and enhance students’ attention to mathematical culture.Finally,the conclusion and future development direction of this paper are summarized.