| Mathematics was widely regarded by people as a culture phenomenon,but the culture of mathematics was not expanded systematically and profoundly as a special form of culture until the later twentieth century,And in China,the culture of mathematics was set off our close attention in recent years.The main research object of the paper is the status and the effect of mathematical culture in the mathematical education and how to combine mathematical culture with mathematical education.First of all,we discussed the problems existing in mathematics education by analyzing the status of mathematics education in our country.We spent a great deal of time explaining exercises in mathematics classroom,in elementary and middle schools,but spent a little time on the discovery process and the cultural of math.It ease to cause the students feel boring when they studied mathematics,because the textbook we using in our university mathematics is the classical course mostly. Because the students have not the perceptual knowledge to mathematics knowledge's cause and effect,and not recognize where mathematics should apply,thus the students have lost the interest of studying the mathematics.At the same time,we have also paid attention to our country's mathematics educational and the international mathematics educational trendency.China's new round of curriculum reform in the math curriculum standards at the middle school and high school have emphasized the role of culture,math cultural role is emphasized in math curriculum's standards at the middle school and high school.Chinese Universities carried out the work of University Students Cultural Quality Education in 1995,which was carried out about more than ten years.Ministry of Education being approved has established "National Academician Cultural Quality Education Base" about a total of ninety three from 1999 to 2006,improving the implementation of the protection of a good organization. International Mathematics curriculum's reform is an important trend,which calls for studying valuable math and emphasizes math application and practical.Secondly,we obtained to promulgate mathematics cultural connotation from cultural,mathematics cultural definition as well as mathematics cultural characteristic. Mathematics have the great import function to improve personal overall quality as the important component of the culture.Mathematics education is playing three major roles in the university mathematics:Firstly,it is the main course in which students can grasp mathematical instrument;Secondly,it is the important carrier by which students can raise rational thinking;Thirdly,it is also one way which students accept the esthetic sense gradually.After analysing mathematics education function in the education,we elaborated the function of the history of mathematics in mathematics education from next three aspects:1.As for mathematics,the history of mathematics can promulgate the mathematical essence.It is one of the best heuristic in the mathematics teaching,and is also the representation of mathematics culture.2.As for the development of mathematics and people,studying mathematics thinking history, may strengthen the total view and enhance the studying interest.The unification of the science,historical and the philosophy provides the spirit of the free creation to the human.Mathematics thinking history should be the required course in mathematics of the normal school;3.As for the studies of the students,the history of mathematics is advantageous in stimulating the students' interest of studying mathematics,the student understanding mathematics well,the student grasping the overall mathematics knowledge,and raising student's innovative ideology and the spirit of exploring.Thirdly,in order to elaborate mathematics cultural status in mathematics education, we firstly have analyzed the Chinese traditional education philosophy from two following angles:the Chinese stressing the education and the Confucianist scholar's idea.Then,we introduced historical situation of mathematics culture in mathematics education.In the ancient times of China,mathematics had not been treated as an important knowledge.And Mathematics was regarded as one kind of easy technique, but was not knowledge.At the same time,we introduced five big characteristics about ancient mathematics in China:Practical thought:Mystical thought;Algorithmization; Numerical and discretization computation thought;Simple dialectical thought; Legitimate thought.Then we elaborated the influence the Confucian thoughts to our country mathematics culture and the educational value,from the following three aspects:Confucianist's world outlook,Confucianist's natural view and the Confucianist honored the ancient thought restriction mathematics research and the education development.As for mathematics culture,the mathematics rational spirit and mathematics society,the history,and the culture,we paid close attention to the culture value of the university mathematics and analysed the proper status of mathematics culture in mathematics education.Finally,the above-mentioned problems promoted at various levels,we hope to find the effective way to put mathematics culture into mathematics education,that is mathematics culture permeate mathematics education.After expositing the significance of mathematics culture for mathematics education theory and practice,as for how the math education in university reflects the idea of math culture,I make six topics as follow:1.Paying full attention to the idea of mathematics reveals;2.Fully revealing the spirit of math;3.Fully showing the relationship between the math culture and human culture;4.Highlighting the culture of math history;5.Revealing the culture charm of the mathematical language;6.Revealing the culture values of math activities.As for the way putting the math culture into the math education in university,do the following four-point suggestions:1.Update teaching concepts, forming the correct view of mathematics education;2.Enrich the teaching contents, enrich the meaning of math culture;3.Advocate teacher-student interaction,branch research-based teaching activities;4.Reform the methods of evaluation,and promote infiltration of math culture.
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