Briefly describe how to penetrate mathematical culture in elementary school mathematics classroom

I. Teachers should dig deeper into the mathematical culture in the teaching materials

The integration of mathematical culture in classroom teaching has always been an important goal of mathematics teaching. There are many cultural factors in elementary school math textbooks. It is these mathematical cultures that make the content of elementary school textbooks more interesting and life, making primary school students willing to read and learn the content of the textbooks. Generally speaking, the mathematical culture in textbooks is often combined with mathematical knowledge and exists to draw out mathematical knowledge. Together with mathematical knowledge, mathematical culture creates a colorful world of mathematics for elementary school students. It is also mathematical culture that makes students recognize the relationship between mathematics and life, treat and observe the subject of mathematics in a more three-dimensional way, and generate interest in learning mathematics.

In elementary school mathematics teaching practice, teachers can use the appropriate time to introduce the mathematical culture. For example, when learning decimals, teachers can analyze the decimal system and the origin of decimal system from the decimal system. Teachers can introduce Liu Hui, the mathematician who introduced decimal system in China, suggesting that China started to use decimal counting method as early as more than 1700 years ago. In this way, students can learn the knowledge of decimals at the same time, but also have a certain understanding of the history of the development of mathematics in China, in the process of understanding and learning of mathematical culture to produce a strong sense of national identity.

Primary school mathematics teachers should pay attention to the improvement of their own quality, the existence of cultural factors in the math textbooks to dig deep, so that the mathematical culture to serve the teaching of mathematical knowledge. Only in this way, students can learn more cultural knowledge in learning mathematics, recognize the cultural value of mathematics, and improve the interest in learning mathematics.

Second, teachers should tap into the richness of mathematical culture in the emotions, attitudes and values

First of all, it is the question of how to correctly treat the history of mathematics. History often precipitates many historical facts and values worth passing on. We should not just stop at the presentation of historical facts, but should guide students to touch the values and concepts behind them through the historical facts, so that they constitute a more educational and positive influence. Such as Zu Chongzhi is the pride of ancient China's study of pi, but only up to this point, and superficial patriotic education is not enough. His research in the process of how to "use the perimeter of the polygon to study the circumference of the circle" of mathematical thinking and wisdom; he was not satisfied with the existing conclusions, constantly beyond, persistent spirit of exploration, etc., should be infiltrated through the classroom to the students' hearts. In my teaching, this piece of mathematical history organically integrated into the specific perimeter formula to explore the process, the students' feelings are richer, more comprehensive understanding. In addition, I also timely introduction of China's ancient mathematical leadership and the backwardness of modern mathematics, and to the students to analyze the internal causes of this consequence, a profound sense of national dignity and the rise of Chinese mathematics and the determination of the struggle in the hearts of the students rise.

Three, teachers should highlight the cultural attributes of the mathematics subject in teaching

Some primary school students think that mathematics and language subjects such as culture are opposed to each other, and that there is no relationship between mathematics and culture. This requires mathematics teachers to highlight the cultural attributes of the mathematics subject when teaching, so that students recognize the existence of mathematical culture. Mathematics is a highly theoretical subject, and students have to memorize some mathematical definitions and rules when learning mathematics, which makes students' motivation to learn hit and has a negative impact on the development of mathematics. Therefore, in teaching practice, teachers should guide students to understand more about the connection between mathematics and life, so that students realize that mathematical knowledge and social culture are closely related.

Fourth, teachers should be based on the classroom to promote the development of mathematical culture

The classroom is the experimental base of all teaching research. Mathematical culture in elementary school mathematics teaching in the effective penetration of the way ultimately to be implemented in the classroom, only when teachers and students in the classroom communication and interaction consciously conscious attention to the value of mathematical culture, in order to continue to promote the development of mathematical culture. Therefore, the teacher should be for the characteristics of mathematical culture, in elementary school mathematics classroom teaching, active penetration, effective implementation and gradually formed a series of excellent teaching cases.

For example, in the explanation of "circle", teachers can let students independently discover the circle in life, and make a good combination of math learning and life practice. In addition, teachers should analyze the circle from the perspective of traditional Chinese culture. The reason why Chinese people like the circle is that the circle has no edges and corners, and symbolizes completeness and safety. Under such a cultural atmosphere, students will have a new understanding of mathematical knowledge. Elementary school mathematics classroom needs the support of mathematical culture, under the influence of such a culture, students will get rid of the stereotypical boring impression of mathematics and recognize and learn mathematical culture.

V. Teachers should enrich the form of mathematical activities in classroom teaching

Mathematical activities are an important part of the process of learning mathematics, teachers can use colorful mathematical activities, so that students can understand mathematical culture. Games and competitions are the type of activities that elementary school students love, and teachers can use competition games to guide students to learn about mathematical culture. When explaining mathematical knowledge, the teacher can ask questions about the mathematical culture related to the learning knowledge, and when a student answers, the teacher gives a reward. And tell the students that in the next lesson, the teacher will ask questions about the mathematical culture related to the mathematical knowledge, so please be prepared. In the second lesson, the teacher can use the form of quiz to organize the students to answer the questions about mathematical culture, and the students who answer correctly can get a small red flower. Under such activities, the students' motivation to learn math culture will be improved, and the enthusiasm for learning will also rise.

Sixth, teachers should be good at using mathematical culture to stimulate students' interest

The comparison of mathematical ideas in different time and space is conducive to broadening students' horizons, cultivating students' all-round cognitive ability and ideological realm, and it also allows students to understand the mathematical view of different cultural contexts. The current experimental teaching materials for elementary school mathematics introduce more anecdotes about the development of mathematics, brilliant achievements, biographies of mathematicians, some mathematical concepts generated by the background information and other mathematical cultural resources. In teaching, timely introduction of these mathematical cultures to students can enrich the teaching content, expand students' horizons, and increase students' interest in learning. For example, the Greek mathematician Eratosthenes invented the method of finding prime numbers, Goldbach's Conjecture, the history of fractions, and "the chicken and the rabbit in the same cage". Therefore, the math classroom teaching to let students understand a little bit of mathematical history, timely anecdotes in the development of mathematics, mathematical allusions, biographies of mathematicians education. Teaching combined with specific content, timely interspersed with these mathematical culture, more stimulate students' interest in learning mathematics.