1. The inquiry process of knowledge is a mathematical culture.
Mathematics culture should first include the basic knowledge of mathematics, and then include the process of obtaining the basic knowledge of mathematics, that is, the new mathematics curriculum standard puts forward that "we should pay attention to both the results of students' mathematics learning and the process of students' obtaining these knowledge." "Process" is also a kind of mathematical culture, because the process includes education of mathematical thinking methods and mathematical aesthetics, and more importantly, it enables students to learn the methods of mathematical thinking, which are all important aspects of mathematical culture. Professor Ru Ding's Input Year Month Day is to guide students to collect materials about the year month day according to their existing knowledge and experience, and lead them back to the starting point of their knowledge. How do students know the year, month and day in class? How are leap years and leap months formed? What about the big moon and the small moon? Exchanged a series of knowledge about the year, month and day. Through communication, students have the most authentic and fundamental understanding of the knowledge of year, month and day on the level of mathematical culture.
Second, introduce the relevant contents of the history of mathematics into the classroom in a timely manner.
While acknowledging that "mathematics is a process", we should also guide students to feel the profoundness of mathematics and appreciate the wisdom and civilization of human beings through learning, so as to stimulate children's primitive and instinctive enthusiasm and impulse. Mathematics is a very old science. There is a lot of knowledge in mathematics textbooks, which is the essence of "mathematical culture" after ancient mathematics experienced "big waves and sand scouring" This requires teachers to properly return the knowledge points of textbooks to the solid background of "mathematical culture" in teaching. For example, the introduction of historical materials such as Tangram, Pi and Pythagorean Theorem. It will help students understand the historical origin of rich mathematical knowledge, the wisdom of ancestors and enhance national pride. In addition, in the comprehensive practice activities, students can be organized to play games such as "Blackjack" and "Tangram", introduce China traditional intellectual toys such as "Nine Rings" and "Huarong Road", and guide students to explore the laws of the Nine Rings and the solutions of different formations of Huarong Road. These activities can not only stimulate students' enthusiasm for exploration, develop students' thinking ability, but also cultivate students' temperament, so that students can further feel the cultural value of mathematics and receive profound humanistic education.
Third, language is the carrier and shell of culture.
A cultural expression of mathematics is to melt mathematics into language to show the profoundness of mathematics culture. Hua once said: "As far as mathematics itself is concerned, it is magnificent, colorful and charming ..." Mathematics not only exists in colorful life, but also is implied in colorful literature. In literature, it is more interesting to appreciate mathematics. For example, in a poem by Qiao Lin, three, four, five, six, seven, eight, another pair fell from the sky. How many chirps, not ten, not the center of a thousand. It is by using some mathematical knowledge that Lin vividly shows us a picture of birds. Mathematics is not only in poetry, but also in idioms. For example, "in any case" involves multiplication formula, and "three times two divided by five will solve it" is a abacus formula. Another example is "foolproof", which is a metaphor for "absolute assurance" in China language. However, this idiom can be considered in connection with "small probability events". "
Mathematics is an important part of human culture. Only when the charm of mathematics culture really permeates the teaching materials, reaches the classroom and is integrated into the teaching, mathematics will be more approachable, and mathematics teaching will let students further understand, like and love mathematics through the cultural level.