The Exploration Of Mathematics Culture Practices In Primary Mathematics Teaching

In the new round of basic education curriculum reform in mathematics,mathematics culture has been formally incorporated into the mathematics curriculum of basic education system. Thus mathematics culture has been raised to the height of the curriculum concept, which presents in mathematics curriculum standards and mathematics textbooks. Mathematics culture help to stimulate students’ interest in learning mathematics and expand students’ horizon in mathematics, therefore it has attracted attention from mathematics education experts and scholars at home and abroad.In recent years, mathematics culture has transformed from academic form to educational form, and goes deep into the frontline education level gradually. Classroom practice of mathematics culture in the primary mathematics teaching not only has a positive effect for students’ mathematics learning, but also promotes the professional development of mathematics teachers. Most of related studies have permeated mathematics culture content of mathematics textbooks in class, but mathematics culture material is not enough for teachers to use in class. Thus this research selects mathematics culture series that consist of comic story, and uses qualitative and quantitative methods to explore practical basis, practical method and practical effect, to intend to provide informative guidance for teaching mathematics culture.This research mainly uses literature analysis method, questionnaire survey,classroom observation, and interviews. We combed the related research of mathematics culture into mathematics teaching by literature analysis. And we explored and analyzed the specific ways of teaching mathematics culture by classroom observation. Based on existing literature, classroom observations and interviews, this study proposedsemi-open questionnaire for students and teachers. After a pilot test, modification and reliability analysis, we have identified students’ and teachers’ final questionnaire. We selected 277 primary school students and 68 primary school mathematics teachers who come from the primary school of different conditions in Chongqing, and conducted open interviews to the students and teachers. Using SPSS 20.0 for data analysis, we analyzed the evaluation of the teachers and students to the mathematics culture into mathematics teaching, summed up the problems in practice and proposed suggestions for next practice stage.The conclusion of this research is follows:1. The typical forms of mathematics culture practice include the mode of story reading, the mode of game interactive and the mode of role reversal between teacher and student.2. Students and teachers give a high degree of recognition to the mathematics culture into mathematics teaching and willing to participate in it. In the opinion of students, first of all, the mathematics culture into mathematics teaching has stimulated students’ interest in learning mathematics. Secondly, the mathematics culture into mathematics teaching has broadened their knowledge. Thirdly, the mathematics culture into mathematics teaching has improved students’ awareness of mathematics.Fourthly,the mathematics culture into mathematics teaching has exercised logical thinking of students, and has improved the ability of independent thinking and analysis of students.Lastly, the mathematics culture into mathematics teaching can promote the improvement of mathematics achievement. In the opinion of teachers, firstly, the mathematics culture into mathematics teaching has brought new ideas for their own teaching mathematics; Secondly, the mathematics culture into mathematics teaching has mobilized the enthusiasm of students in their opinion; Finally, the mathematics culture into mathematics teaching lets themselves have a deeper understanding of mathematics.3. Even if students and teachers have high evaluation of the mathematics culture into mathematics teaching, there are some problems in the practice can be found in the investigation of this study. First of all, the content of mathematics culture into mathematics teaching is too difficult to understand for some students. Secondly,Mathematics culture knowledge of teachers is not enough to guarantee qualified teaching. Thirdly, students’ learning motivation of mathematics culture into mathematics teaching has slight tendency to examination evaluation.Based on the problems in practice, there are some suggestions for improvement.First of all, it proposed to strengthen teachers’ understanding and the system learning of mathematics culture; Secondly, it proposed to control difficulty of mathematics cultural content; Thirdly, it proposed to enhance effective interaction between teachers and students; Lastly, we are proposing to put students’ interest in learning mathematics as a practice purpose to improve students’ enthusiasm for learning.Currently, there is a lack of studies related to mathematics culture into mathematics teaching, especially according to specific mathematics cultural materials into practice in the primary stage. Therefore, this study attempts to explore in this regard. The mathematics culture into mathematics teaching is a long-term process of exploration,however, due to the lack of front-line experience in teaching and the limitation of survey sample, there are still some deficiencies in this study. There is a need of further discussion and in-depth study in the future.