| More and more educational experts and scholars have approved that multi-culture is of great influence to education, and moreover multicultural education has gradually become a global issue. Scholars and experts at home and abroad spare no effort on the theoretical and practical studies of multicultural education since 1970s when multi-culture has been firstly introduced into the education field. By making a comprehensive study of the researches on multicultural curriculum and education, it can be clearly drawn that although these researches have covered extensive contents and macroscopic fields, only few of them has ever probed into multicultural education from the perspective of specific subject. The study of ethnomathematics has caused "the universality and neutrality of mathematical knowledge" into collapse, and the innovation of basic educational mathematic curriculum has appealed strongly to multi-culture. These realities, as well as the fact that the development of mathematics is characterized by multi-culture, have brought forth entirely new requests and perspectives to mathematics teaching in middle schools. Most experts abroad inquire into multicultural mathematics from macroscopic view and from the theme of educational equity. However, in China, such researches are rare, not to mention researches on the integration of multicultural mathematics into middle school classroom, which can be seldom seen no matter in China or abroad. Therefore, to apply multi-culture into classroom and penetrate it deeply in mathematic teaching has become a meaningful research subject which is highly appreciated by its theoretical value and practical significance.Based on the understanding of multicultural mathematics and mathematics instruction, the paper analyzes the existing instructional cases and mathematics textbooks of Zhejiang edition from Grade 7 to Grade 9. Results show that the textbooks are quite lack of the viewpoint of multicultural mathematics, but on the other hand, there are teaching staff and researchers beginning to pay attention to this issue. They have developed some good cases on basis of textbooks. Based on the work mentioned above, we must collect sufficient materials, and meanwhile, develop these materials so as to realize the mathematical teaching purpose under the multicultural viewpoint. In this paper, the topic of equation is selected and designed from mathematics textbook of junior middle school with the aim to provide some practical cases of conducting multicultural mathematics instruction.In order to teach multicultural mathematics effectively, teachers, who are the key factors that influencing education, should improve their qualities and adopt appropriate teaching strategies. First, they should set the concept of multi-culture and multicultural mathematics, making sure that the pursuit of mathematics is deeply rooted in the situational view of multi-culture. Second, it is emergent for the teachers to select and collect materials containing multicultural value with the concern of suitability, permeability and the trait of context. Teachers should adopt proper teaching methods, abandoning the traditional closed instruction, and taking specific and pointed methods according to the aims, nature, characteristics of different fields and contents.Finally, it is worthy to mention that the study of multicultural mathematics is still a preliminary attempt due to the limitation of literature materials and environmental condition; therefore, some of the conclusions need to be validated and testified in future. |
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