The Current Status and Practical Reflections on Mathematics Culture Teaching in Primary Schools

DOI: https://doi.org/10.62517/jnse.202417511

Author(s)

Yong Guo

Affiliation(s)

Chongqing Beibei District Chaoyang Primary School, Chongqing, China

Abstract

The content of mathematics culture is both rich and profound, with immense educational value. Currently, several sets of experimental textbooks for primary school mathematics curricula in China place significant emphasis on mathematics culture, integrating it into classrooms. However, through literature analysis, surveys, and case studies, it has been discovered that the integration of mathematics culture effectively stimulates students' interest in learning and promotes the development of mathematical thinking and innovation capabilities. At the same time, challenges such as uneven distribution of teaching resources and insufficient cultural teaching competence among teachers persist. In summary, the teaching of mathematics culture in primary schools is critical for enhancing students' overall qualities. In the future, it is essential to strengthen teacher training, optimize resource allocation, and deepen the practice of mathematics culture teaching

Keywords

Culture; Value; Current Status; Practical Reflections

References

[1] Ji Dekui, Zhang Yongjian. The Implications, Dilemmas, and Shifts of Teaching Excellent Traditional Culture. Curriculum. Teaching Material. Method, 2019, 39(10): 111-117. [2] Li Fengliang, Gu Zhenjing. The Value, Path, and Principles of Modernizing Excellent Traditional Chinese Culture in the New Era. Dongyue Tribune, 2020, 41(11): 111-118. [3] Li Kai, Zheng Zhichao. Bringing Excellent Traditional Chinese Culture into Campus in the New Era: Values, Challenges, and Breakthroughs. Educational Theory and Practice, 2019, 39(17): 6-8. [4] Li Changji, Li Zhipeng. From Static Texts to Dynamic Processes: The Future Direction of Textbook Research. Curriculum. Teaching Material. Method, 2021, 41(8): 45-50. [5] Wang Mingdi, Zhai Qian. The Value, Dilemmas, and Paths of Integrating Excellent Traditional Chinese Culture into Teaching. Research on Ethnic Education, 2020, 31(06): 24-30. [6] Dai Yu. Research on the Content and Teaching Strategies of "Excellent Traditional Chinese Culture" in Primary Mathematics Textbooks. Zhejiang: Shaoxing University of Arts and Sciences, 2022. [7] Yin Yinghuan. Research on the Dilemmas and Countermeasures of Primary Mathematics Teachers Using Traditional Cultural Elements in Textbooks. Sichuan: Xihua Normal University, 2022. [8] Jiang Qiu, Liu Fang, Kuang Kongxiu. Analysis of Strategies for Integrating Mathematical Culture into Primary Mathematics Textbooks—A Study Based on Pre- and Post-Revision Editions of the Xishu Version. Journal of Mathematics Education, 2015(05): 92-95. [9] Li Tao. Cultivating through Culture, Empowering Classroom Teaching with Mathematical Culture. Shandong Education, 2024(10): 51-52. [10] Zhang Fangfang. The Integration of Mathematicalcouncil Culture in Primary Mathematics Teaching—Taking "Understanding Circles" as an Example. New Curriculum, 2024(27): 12-14.