| With the rapid development of society,the application of mathematics involves all aspects of our life,mathematics as a cultural concept is also widely known.At the same time,the educational value of mathematics culture is also paid attention to in the compulsory education mathematics curriculum standard,so the writing and teaching of mathematics culture materials of textbooks are also put forward related requirements in the curriculum standard.Textbooks are the main reference materials used by teachers and students in classroom teaching activities,which carry the function of conveying mathematics culture,which must contain rich mathematical cultural materials,then how exactly do teachers use the mathematical culture material in our mathematics classroom teaching,how is its use,This is a question that is worth studying.Through the research of this paper,we hope to be able to provide some reference to the classroom teaching of the first-line mathematics teachers and other mathematics educators.This article uses literature research method,text analysis method,case analysis method,classroom observation method and interview investigation method to carry out research work.First of all,the literature research has determined the scope of mathematics culture and defined the meaning and expression of mathematics culture materials.secondly,it has combed and summarized the existing mathematics culture content through text analysis,and then making statistics on the mathematics cultural content presented in the textbooks of the Chinese Normal University,combined with the key indicators of the two,to determine the index observation points of the mathematical cultural materials in this article: the history of mathematics,the relationship between mathematics and other disciplines,mathematics and modern information technology,mathematics applications and mathematical thinking methods.Finally,through the case analysis method,classroom observation method and interview survey method analyze the current situation of the use of mathematical cultural materials.The results of the study show that the use of mathematics cultural materials in textbooks has the following problems and influencing factors: teachers’ own literacy in mathematics history is not high,the use of mathematics history materials is not deeply integrated with classroom teaching;teachers lack the awareness of interdisciplinary thinking,and lack of mathematics Use of materials connected with other disciplines;teachers ’conception of information technology-assisted teaching is not strong,mathematics and modern information technology materials are used less;teachers do not pay enough attention to the value of mathematics applied materials,and insufficient use of mathematics applied materials in classroom teaching;Teachers lack the guidance of explicit templates of mathematical thinking methods,and the use of materials of mathematical thinking methods lacks explicitness.Teaching suggestions were made in response to the above problems and influencing factors: improving teachers’ own literacy in math history and deepening the integration of mathematics culture teaching;enhancing the awareness of interdisciplinary connections and enriching the materials of mathematics and other disciplines;strengthening the concept of information technology-assisted teaching and emphasizing the use of information technology materials;paying attention to the value of mathematics application materials and increasing the use of mathematics application materials;highlighting the explicitness of mathematics thinking methods and improving students’ mathematical cultural literacy. |
