How to integrate mathematics culture into primary school mathematics teaching

Mathematics is not only a rational and systematic discipline, but also has its own cultural background and connotation, just like the art discipline. Strengthening mathematical culture education is an inevitable measure to promote the long-term development of mathematics. Primary school is the basic stage for students to learn mathematics, and it is also the enlightenment stage for students' mathematical thoughts. Strengthening the infiltration of mathematical culture in primary school mathematics teaching can fully reflect the significance of mathematics teaching. Therefore, it is of practical significance for the author to choose the infiltration mode of mathematics culture in primary school mathematics classroom teaching as the research object.

1. On the necessity of infiltrating mathematical culture into primary school mathematics classroom teaching

Infiltrating mathematics culture into primary school mathematics classroom teaching has become an important research object for many primary school mathematics educators, because the development of mathematics discipline and the development of contemporary primary school students have great demand for it. The following is an analysis of the necessity of infiltrating mathematical culture into primary school mathematics classroom teaching.

1. 1 the demand of the development of mathematics discipline

With the rapid development of society and the continuous prosperity of social civilization, people pay more and more attention to the development of cultural undertakings. No matter which discipline, without the support of its own culture, its development lacks the necessary foundation and motivation. So is the development of mathematics education in primary schools. Explaining mathematical theory out of thin air is extremely unfavorable to students' interest in learning and the improvement of teaching effect. Integrating mathematics culture into primary school mathematics classroom teaching will enrich the content of mathematics teaching, clarify the source of mathematics theory, and make the development of mathematics discipline more rapid. The development of mathematics discipline needs the development of theory and culture. Therefore, strengthening the infiltration of mathematical culture in primary school mathematics classroom teaching is the demand of the development of mathematics discipline.

1.2 Personal development needs of primary school students

Mathematics is an important part of the primary education system, which has an important influence on the improvement of primary school students' comprehensive quality and learning ability. However, the performance of contemporary primary school students in mathematics classroom is not satisfactory, and their interest in mathematics learning is low. Many primary school students have resistance to mathematics learning and are unwilling to cooperate with teachers to complete teaching tasks in class. This makes the students' dominant position not reflected in the primary school mathematics classroom. Integrating mathematics culture into primary school mathematics classroom can solve the problems existing in primary school mathematics teaching. The integration of mathematical culture can help students find the concerns beyond mathematical theory, which plays an important role in improving students' interest and enthusiasm in learning. Therefore, it is very necessary to strengthen the infiltration of mathematics culture in primary school mathematics classroom teaching.

2. Analysis of the methods of infiltrating mathematical culture into primary school mathematics classroom teaching.

The integration of mathematics culture in primary school mathematics classroom teaching plays an important role in mathematics discipline and the personal development of primary school students. This makes the infiltration method of mathematics culture in primary school mathematics classroom teaching become the focus of contemporary primary school mathematics teachers' research. The following is an analysis of the methods of infiltrating mathematical culture into primary school mathematics classroom teaching.

2. 1 Dig deep into the mathematics culture in textbooks.

The integration of mathematics culture into classroom teaching has always been an important goal of mathematics teaching. There are many cultural factors in primary school mathematics textbooks. It is these mathematical cultures that make the contents of primary school textbooks more interesting and vivid, and make primary school students willing to read and learn the contents of textbooks. Generally speaking, the mathematical culture in textbooks is often combined with mathematical knowledge, which exists to lead out mathematical knowledge. Mathematical culture and mathematical knowledge together create a colorful mathematical world for primary school students. It is also the mathematical culture that enables students to clearly understand the relationship between mathematics and life, view and observe the subject of mathematics more stereoscopically, and generate interest in mathematics learning.

In the practice of primary school mathematics teaching, teachers can use appropriate knowledge to introduce mathematics culture. For example, when learning decimals, teachers can analyze decimals and their origins from the decimal system. Teachers can introduce Liu Hui, a mathematician who introduced decimal system in China, and point out that China started to use decimal counting as early as 1700 years ago. In this way, students can have a certain understanding of the history of mathematics development in China while learning decimal knowledge, and have a strong sense of national identity in the process of understanding and learning mathematics culture.

Primary school mathematics teachers should pay attention to the improvement of their own quality, dig deep into the cultural factors existing in mathematics textbooks, and make mathematics culture serve the teaching of mathematics knowledge. Only in this way can students learn more cultural knowledge, realize the cultural value of mathematics and improve their interest in mathematics learning.

2.2 Highlight the cultural attributes of mathematics.

Some primary school students think that mathematics and Chinese are opposite, and mathematics has nothing to do with culture. This requires contemporary primary school mathematics teachers to highlight the cultural attributes of mathematics in teaching and make students aware of the existence of mathematical culture. Mathematics is a theoretical subject. When students study mathematics, they should memorize some mathematical definitions and rules, which will hit their enthusiasm for learning and have a negative impact on the development of mathematics. Therefore, in teaching practice, teachers should guide students to know more about the relationship between mathematics and life, and make students realize that mathematics knowledge is closely related to social culture.

For example, when explaining the circle, the teacher can let students discover the circle in life independently, and combine mathematics study and life practice well. In addition, teachers should analyze this circle from the perspective of China traditional culture. People in China like a circle because it has no edges and corners, which symbolizes perfection and security, and so on. In this cultural atmosphere, students will have a new understanding of mathematics knowledge. Mathematics classroom in primary schools needs the support of mathematics culture. Under the influence of such a culture, students will get rid of the dull impression of mathematics and learn mathematics culture.

2.3 enrich the form of mathematical activities

Mathematics activity is an important part in the process of mathematics learning. Teachers can make use of colorful mathematics activities to let students understand mathematics culture. Games and competitions are primary school students' favorite types of activities, and teachers can use competition games to guide students to learn mathematics culture. When explaining mathematics knowledge, the teacher can ask questions about mathematics culture related to learning knowledge, and the teacher will reward the students after they answer. And tell the students that in the next class, the teacher will also ask questions about mathematical culture related to mathematical knowledge, so please be prepared. In the second class, the teacher can organize students to answer math and cultural questions in the form of rushing to answer, and the students who rush to answer correctly can get a small red flower. Under such activities, students' enthusiasm for learning mathematics culture will be improved, and their enthusiasm for learning will also rise.