Mathematical Culture Research In High-quality Elementary Mathematics Curriculum

Mathematics culture has rich educational value.At present,the integration of mathematics culture into mathematics teaching has become a hot topic in the education circle and the focus of front-line teachers.High-quality course teaching is high-quality,high-level teaching.Therefore,this research selected high-quality courses that integrated mathematics culture from the educational platform,and used literature analysis and case study methods to study the mathematics culture integrated into them,and then put forward some suggestions for Chinese primary school mathematics teachers in integrating mathematics culture.This study quantitatively analyzed the selected 36 high-quality courses from the four dimensions of content type,country type,application method and provided function of mathematics culture.Because the results of data analysis showed certain characteristics,this study summarized the characteristics of mathematics culture in high-quality classes around these four dimensions.Finally,according to the research results,some practical suggestions were put forward for elementary school mathematics teachers.Data analysis showed that in high-quality courses,the content types of mathematics culture were very rich,and the content of mathematics history and mathematics and real life accounts for the highest proportion.At the same time,the mathematics culture in high-quality courses presented a variety of national types,but the total amount was dominated by Chinese mathematics culture.Not only that,the application of mathematical culture also reflected the diversity,the use of the additional type of mathematics history accounted for the highest proportion,while other mathematical cultures were mainly inherently inseparable.There were also obvious differences in the main functions of mathematical culture in different fields of knowledge.In addition,this study analyzed the specific cases of integrating mathematics culture into high-quality courses,and found that the mathematics culture integrated into high-quality courses had the following characteristics: the use of explicit and implicit mathematics history could break through the heavy and difficult points of teaching;Incorporating the history of mathematics could promote the realization of the goal of emotional attitude,and the mathematics culture with national attributes was beneficial to the realization of the goal of moral education.Compared with other fields,the mathematical cultural content in statistics and probability highlights real life more.The main function of mathematics culture in the same field of knowledge pointed to the teaching content of the corresponding field.According to the analysis of the research results,this research put forward the following suggestions: teachers should focus on the importance and difficulty of teaching,properly integrate into the history of mathematics,and flexibly choose a mathematics culture with national attributes to implement the goals of moral education.In addition,teachers should combine teaching content,strengthen the correlation between other mathematical cultures and knowledge,and improve the application level of other mathematical cultures.In order to achieve the teaching goals in different fields,teachers should play different mathematical cultural functions according to the teaching content in different fields.