Mathematical Elements In Tibetan Traditional Culture And Their Application In Mathematics Teaching In Tibetan Middle Schools

The Mathematics Curriculum Standard for Ordinary High Schools(2017 Edition Revised in 2020)clearly points out in the Nature and Basic Concept of Curriculum: "Select the course content,handle the relationship between the core literacy and knowledge and skills of mathematics,emphasize the connection between mathematics and life and other disciplines,improve students' ability to solve practical problems by applying mathematics,and pay attention to the penetration of mathematics culture".China is a multi-ethnic country with 56 ethnic groups,In the process of historical development,each ethnic group has its own unique and colorful traditional culture,and there are many differences between each ethnic group,whether it is living habits or cognitive characteristics.Among them,the difference between language environment and living environment is one of the important factors affecting minority students to improve their interest in learning.Almost all schools in Tibet Autonomous Region use the same mathematics teaching materials as those in mainland China,so it is difficult for local students to connect with social and life experiences in the process of mastering knowledge.Therefore,excavating the mathematical elements in the living environment and national traditional culture that students are familiar with in the teaching process and applying them to teaching has become an important content to fill the corresponding gaps in local mathematics teaching.Based on the constructivist learning theory and multicultural education theory,this study analyzes and sorts out the existing literature,adopts the research methods of field investigation and interview,and launches relevant research on the mathematical elements in Tibetan traditional culture and its application in middle school teaching,and the main research contents are as follows: First,collect and find various documents about Tibetan culture,dig out the mathematical elements contained in them,and summarize the mathematical elements that have been developed or excavated in Tibetan traditional culture.Secondly,through the teacher interview,understand the current situation of mathematics education in Lhasa,analyze the application of mathematics elements in Tibetan traditional culture in teaching,and design corresponding mathematics teaching cases according to the interview results and mathematics elements excavated in Tibetan traditional culture.The research results have the following three aspects: First,by consulting the relevant literature and materials about mathematical elements in Tibetan traditional culture,The mathematical elements in seven Tibetan traditional cultural modules,such as "mathematical elements in Tibetan costume culture","measurement methods and units in Tibetan traditional culture","mathematical elements in Tibetan craftsmanship","mathematical elements in rhetoric","prosody and binomial theorem","Tibetan digital culture and mathematics","Tibetan astronomical calendar and mathematics",were sorted out and excavated.Mathematics teaching material library is established.Secondly,the investigation of the present situation of mathematics teaching in middle schools in Lhasa shows that:(1)mathematics teachers do not pay enough attention to mathematics culture and lack the experience of mathematics culture infiltrating into teaching;(2)Most mathematics teachers carry mathematics textbooks directly for teaching.When they encounter knowledge points that students are difficult to understand,they occasionally search for relevant information on the Internet,and seldom dig teaching resources from students' real life;(3)Mathematics teachers lack the ability to excavate teaching resources,which mainly depends on the limited understanding of national traditional culture by mathematics teachers in Lhasa,which leads most mathematics teachers to think that middle school mathematics teaching resources only account for a small part of national traditional culture,and most teaching resources are only suitable for primary school level;(4)Mathematics teachers have a high degree of support for the integration of Tibetan traditional culture into teaching,and are willing to try to combine Tibetan traditional culture with mathematics teaching organically.Thirdly,the teaching cases of "binomial theorem"-additional type and "axisymmetric"-embellishment type based on Tibetan traditional culture are designed,in which the adopted mode can be applied to the teaching of other knowledge points.Finally,the shortcomings in the research process and the future plans are comprehensively described.