Research On Mining Mathematical Elements In Tianfu Culture And Its Teaching Application

According to the Mathematics Curriculum Standards for Compulsory Education(2022),"Mathematics is not only a tool for calculation and reasoning,a language for expression and communication,but also carries ideas and culture.Mathematics culture is in the process of human cultural development and is a crucial component of human civilization." This is a specific expression of the cultural essence and value of mathematics,and it has become a consensus to view mathematics as a human culture.Mathematics culture is not only reflected in the level of mathematical curriculum standards,but also in curriculum reform.In the new curriculum reform which emphasizes the cultivation of the students’ core competence,mathematical cultural education fully embodies ideals and essence of mathematics education.Mathematical elements and mathematics culture are interdependent and integrated.In a sense,mathematical elements are specific expressions of mathematics culture,and mathematics culture requires elemental carriers.Classroom teaching is the main position of mathematics culture education.Digging and applying mathematical elements in teaching is the foothold to truly realize the ideal of mathematics culture education.Therefore,where to excavate has become the primary issue.The definition of mathematics culture in the curriculum standard reveals that mathematics culture is ubiquitous,and rich mathematical elements can be discovered in the cultural environment,as well as in excellent traditional culture.In addition,both the curriculum standards and the curriculum reform specifically point out that textbook writers should pay attention to the mathematical elements in Chinese traditional culture,fully consider the trajectory of human activities and cultural heritage in the process of mathematical development,and find curriculum resources from multiple perspectives,aspects,and categories in the cultural background of student life.The mathematical elements should be excavated and presented in mathematical textbooks,and applied to mathematical teaching practice,Not only familiar or novel cultural backgrounds and customs can have make positive effect on students,especially elementary students’ future mathematical performance,but it also promotes the coexistence and growth of mathematics culture and excellent traditional culture to a certain extent.Tianfu culture is an important part of Chinese excellent traditional culture,which contains mathematical elements and reflects the widespread and profound mathematics culture.It is a major source of students’ life oriented learning materials and interesting teaching materials.Based on the recognition of the need and urgency of math education in teaching,as well as the richness and naturalness of mathematical elements in Tianfu culture,how to explore,excavate,present,and achieve results become new hot topics.In terms of curriculum resource development,teaching ability,and other aspects,new challenges and requirements have also been put forward for educators.In order to improve the teaching ecology of mathematics education,enrich the theoretical and practical research results of mathematics culture,implement mathematics culture education,promote students’ better learning of mathematics,and realize the true essence of mathematics culture education,this study is based on the intersection perspective of mathematics culture and excellent traditional culture.It mainly adopts three methods: Literature review,Interviewing,and Classroom observation,trying to answer the following three questions: What are the mathematical elements of Tianfu culture? How to apply such mathematical elements in teaching of primary school? How effective is the teaching practice? Firstly,through literature review,it is found that many front-line teachers and researchers have recognized the importance of math culture,which is important for the students’ math study and the whole development of mankind.It has established a solid theoretical basis for the research.In addition,researchers have gone deep into the fertile soil of excellent traditional culture,mainly deriving the nutrients of mathematics culture from a material carrier of great traditional culture and Chinese mathematical history.Digging out the mathematical elements and organizing them into teaching resources that emphasize both mathematical and human flavor,and are innovative and interesting,and applying them to teaching practices from primary school to university,provides methodological guidance for the excavation of mathematical elements in Tianfu culture,the selection and transformation of teaching materials,and the evaluation of teaching effectiveness in this study.Through a large number of literature,we not only have an overall understanding of Tianfu culture,but also have a mathematical perspective of local culture.We excavate mathematical elements or materials around the specific cultural forms of Tianfu culture,covering Tianfu architectural culture,Tianfu food culture,folk arts and crafts culture and other cultural types,making preparations for the implementation of teaching.Secondly,using methods such as interviewing and classroom observation to analyze the effectiveness of applying mathematical elements in Tianfu Culture to teaching practice from the perspectives of teachers,students,and the classroom,including teachers’ identification,teaching experience,and willingness to carry out such mathematical teaching.The role of this kind of mathematics classroom in enhancing students’ learning interest,mathematical literacy,and cultural protection awareness.Through analyzing classroom observation records and measuring teaching effectiveness from multiple perspectives,it is concluded that incorporating mathematical elements from Tianfu culture into teaching has a certain positive impact on teacher teaching,student development,and teaching effectiveness,and has played a certain role in regulating and improving the atmosphere of mathematics classrooms.This study creatively develops mathematical cultural resources for traditional culture,which not only reflects the rich connotation and extension of mathematics culture,but also integrates the integration of Chinese excellent traditional culture into mathematics teaching,subtly cultivating students’ cultural confidence core.The practical process not only requires teaching students mathematical knowledge,but also integrating mathematical ideas,methods,and other spiritual concepts into teaching,stimulating students’ interest and motivation in mathematics study,and improving their mathematical literacy.In addition,exploring mathematical cultural resources from folk culture can help students more deeply understand the importance of protecting and inheriting culture,and stimulate their desire to protect and sense of responsibility for excellent traditional culture.However,this study focuses on the excavation of mathematical elements in Tianfu culture,and there is still insufficient discussion on the principles of selecting mathematical materials for classroom teaching,presentation methods,and measurement of implementation effects.Although there is a high degree of approval from both teachers and students for this kind of teaching practices,there are still some problems,such as the mining and application of mathematical elements causing some burden for busy frontline teachers.I hope to conduct further in-depth research from the perspective of the problem in the future.