Research On Middle School Mathematics And Mathematics Culture

Mathematics Education and Mathematical Culture is a prevalent subject in today's education field. In our country, both the ‘Compulsory education mathematics curriculum standards' and the ‘High school mathematics curriculum standards' put forward new requirements on mathematics culture, many scholars have done researches on it. Firstly, this paper started with the educational value of mathematical culture, present training situation, and the requirements on mathematical culture in middle school education, by reading a large number of literature, this paper makes a preliminary exploration in middle school mathematics, mathematical culture and mathematical cultural education at the present stage.Mathematics is a significant part of human culture. Mathematical culture contains abundant content, even covers almost all of the mathematical content. Mathematical culture is defined from the perspective of culture, while culture is the sum of all the material civilization and spiritual civilization which are created by human beings, therefore, both everything that nature had bestowed upon mankind and which were not created by human are not culture. Mathematics education is a slowly cumulative process, it needs little by little penetration.Textbook is an important carrier of culture teaching in mathematics, this paper has mainly researched on the content of mathematical culture in textbooks through two aspects: sequence and equation, analyzed the distribution and characteristics of mathematical cultural knowledge. Exploring how mathematical culture integrates into middle school mathematics via the teaching example.This paper has studied the investigation of cultural learning in mathematics which are made by the middle school students and the first-year college students by means of the form of questionnaires. Through investigation and analysis of junior middle school students, we have found that: the low-grade students reflect higher than senior grades students at the aspect of interest in learning mathematics and learning purposes, with the increasing of grade, teachers have reduced the explanation of mathematical cultural knowledge, the interest of students in learning mathematics cultural knowledge has progressively decreased. Perhaps this is the inevitable result of our classmates and teachers in facing exam-oriented education. Via statistical analysis of the data by freshman, we can see that: most students still think that math is a compulsory course, and it is a tool. Their awareness of the mathematics cultural knowledge is not enough, they rely more on the presentation which made by teacher during the class. For explanation of mathematics cultural knowledge, each school is different. Those students who have seriously academic pressure are relatively weak in mastering cultural knowledge, they have paid more attention to the tests and scores, while ignored the learning of mathematics cultural knowledge.Through questionnaires and analysis of cases in textbooks, this paper proposes some of my thought in how to reflect mathematical culture perfectly in middle grades mathematics textbooks. At the middle school stage, Mathematics teaching should be the combination of mathematical knowledge and mathematical culture. Mathematics culture content should embody the diversity of culture, selection should be more comprehensive, compilation should accord with the actual situation of the students, so as to make students have interest in math and learn it well.