Research On The Evaluation Model Of The Influence Of Mathematics Culture On Primary School Students’ Interest In Mathematics Learning

Culture is the soul of a country and nation,and the fundamental driving force for the sustainable development of society.Mathematics is an important part of human culture,and its content,ideas and methods profoundly affect the progress of society.Therefore,to build a prosperous,democratic,civilized,harmonious and beautiful new China and achieve the Chinese nation’s bright prospect on the road to revival,we must build an advanced mathematical culture.According to "Compulsory Education Mathematics Curriculum Standard(2011 Edition)",as a component of teaching materials,mathematical culture should be infiltrated into the entire set of teaching materials to stimulate interest in learning mathematics.An interest in learning mathematics is the positive emotion students have for mathematics courses and mathematics learning.Affected by the culture of examinations,China’s mathematics education has long attached importance to knowledge training and neglects the cultivation of emotions,and this makes students have negative emotions even if they have achieved good results.Primary and middle school students have strong problem-solving abilities,but they have a heavy burden of mathematics task,are not keen on mathematics,and lack innovative thinking.Some students even hate mathematics in primary school.So,developing students’ interest in mathematical learning is the key to solving these problems.Currently,the mathematics textbooks for primary school have changed the traditional writing form and be infiltrated the mathematical culture in a variety of forms,such as "Do You Know","Application of Mathematics","Mathematics Reading",and "Hoard of Mathematics Treasures",and its purpose is to stimulate students’ interest in mathematical learning.Since the implementation of the new curriculum,mathematical culture has been strengthened in classroom teaching,but there is a lack of related research on how to test its impact on interest in leaning primary mathematics.Based on this situation,the research focuses on measuring the impact of mathematical culture on interest in leaning primary mathematics,and studying the following three aspects.Question 1: What are the forms and characteristics of mathematical culture?Question 2: Do primary school students accept the presentation of mathematical culture?Question 3: How to evaluate the impact of mathematical culture on interest in leaning primary mathematics?These issues are interrelated,progressively,and there is such an inherent logical relationship that the integration of mathematical culture in primary mathematics textbooks requires an in-depth understanding of the morphological characteristics and value of mathematical culture,which is the beginning of research.Do students accept these courses with the mathematical culture? If they are resistant to the curriculum in a mathematical culture,the follow-up research is of little value.Actually,Question 2 is the basis of Question 3;Question 3 is the main problem of this research,and it is the in-depth and continuation of Question 2.If mathematical culture promotes pupils’ interest in mathematics learning,students will actively participate in its activities,be willing to do their work,and be diligent in exploring.This means that students’ behavioral activities learned from mathematical culture can indirectly reflect the impact of mathematical culture on their mathematics interests.Actually,the development of modern information technology provides convenience for data processing and the possibility to quantitatively and deeply understand the phenomenon of education based on statistics.Therefore,the phenomena of mathematics education are analyzed though the investigation of mathematical culture,the measurement of interest in mathematics learning,and the construction of models based on educational statistics in this study.For different problems,different methods were used in the research.The following are the main processes and conclusions.(1)The relationship model diagram of the primitive form,course form and learning form of mathematical culture was constructed,and the Question 1 was studied using the literature method.(2)The mathematical culture has a higher acceptance in primary school.Plain text,situation map,and picture book format are the main ways of compiling primary textbooks to express mathematical culture.And following the principle of combining quantitative and qualitative methods,the acceptability of primary school students to the presentation of mathematical culture was studied by questionnaires and interviews,and it was graded using the equidistance principle.As for the different presentation to express mathematical culture in primary school,the acceptance level of the comic book was rated as D,and the situation map as well as plain text were rated as C;therefore,theacceptance of comic book is higher than other forms,and it was found that interest,image,readability,and coherence are the main factors affecting students’ acceptance of mathematical culture.(3)A model to measuring the influence of mathematical culture on primary school students’ interest in mathematics learning was constructed.Drawing on the ideas and methods of constructing the evaluation model in the field of mathematics education research,the questionnaire was compiled to measure the mathematical culture and interest in mathematics learning,and the evaluation model of the influence of the mathematical culture on the interest in mathematics learning was constructed.The research proves that the impact of mathematics knowledge and methods on pupils’ interest in mathematics learning is positive;mathematical activities have a positive impact on pupils’ interest in mathematics learning;the impact of mathematical thinking on pupils’ interest in mathematics learning is also positive.(4)Teachers’ guidance on learning mathematical culture will increase students’ interest in mathematics learning.The experiment not only verified the constructed model,but also explored the strategy of mathematical culture to promote pupils’ interest in mathematics.The experiment showed that during the reading process of mathematics culture in pupils,teachers’ participation will increase students ’interest in mathematics.There are eight chapters in this study.The first chapter introduces the background,issues and significance of research.The second one is a literature review.Thirdly,it is the research design,including the theoretical basis of the research,the definition of core concepts,the research ideas and methods,the research content and focus,the research framework and assumptions,the research tools and survey objects,etc.The fourth chapter is about the analysis and processing of the questionnaire.Then,the form,characteristics and acceptance of mathematics culture are discussed.The sixth part includes the construction of an evaluation model for the impact of mathematical culture on primary school students’ interest in mathematics learning.And an experiment testing the evaluation model demonstrates the influence of mathematical culture on primary school students’ Mathematical cognition in seventh part.Finally,there are conclusions and prospects of the research.There are two innovations.1)An evaluation model of the influence of mathematical culture onprimary school students’ interest in mathematics learning was constructed,based on collected literature,which is the first appearance in related research.2)A questionnaire as the survey tool including the mathematical culture and primary school students’ interest in mathematics learning was compiled,and the influence of mathematics culture on primary school students’ interest in mathematics learning was measured.There are also some deficiencies in the research process.1)The area of the questionnaire survey is limited to Chongqing,and the scope of the survey needs to be expanded.2)Due to the limitation of human and material resources,the experiment target is only for fourth grade students,and the scope of the experiment subject needs to be expanded.3)To some extent,it has proved the impact of mathematical culture on primary school students’ mathematical understanding,but the research is not deep enough.These deficiencies and existing problems need to be continued research.In short,we must pay attention to the impact of mathematical culture on primary school students’ interest in mathematics learning,be culturally conscious,and actively carry out mathematical cultural practices,so as to gradually establish an advanced mathematical culture that meets the requirements of the new era.