First, the status of traditional culture in mathematics textbooks
According to the requirements of mathematics curriculum standards, the materials reflecting China's traditional mathematics achievements and China's excellent traditional culture are mainly distributed in the beginning of chapters, text, footnotes or marginal notes, examples or exercises, and reading materials. There are historical mathematical achievements, famous mathematicians, famous mathematical propositions, typical topics in mathematical masterpieces, mathematical applications, mathematical stories, etc.
Second, the role of traditional culture in mathematics education
For example, in junior high school, a "synthesis and practice" link in the junior high school mathematics textbook published by Beijing Normal University arranged to learn China's traditional game-Rubik's Cube. Students can learn the pattern of changes in heaven and earth in the process of understanding the history of the Rubik's Cube. While exploring the hidden mathematical laws of the third-order Rubik's cube in the picture, I feel the mysterious and far-reaching mathematical thoughts of the ancients.
For another example, in the high school stage, the Qin Algorithm integrated in the high school mathematics textbook of People's Education Edition is a learning case represented by mathematical historical materials; The application of "multi-phase subtraction" is a typical example, and it is also a simple and practical method to integrate mathematical historical materials into mathematics textbooks, that is, directly use famous questions in the history of mathematics as examples and exercises.
The combination of mathematics education with traditional culture and real life;
1, the combination of traditional culture and mathematics education
The teaching of excellent traditional mathematics culture in China should be organically combined with the teaching of related mathematics contents. We should make full use of the brilliant achievements of ancient mathematics in China and take the teaching of mathematical knowledge as the carrier, so that students can feel the wisdom of ancient people in China while learning mathematical knowledge.
We should make full use of the principle of historical similarity, consciously choose solving problems in the history of Chinese mathematics as the starting point of thinking, and use the correlation between mathematical problems and one or several historical problems to inspire and guide students to perceive problems, understand the processes and methods related to historical problem solving, and promote students to actively think about problems and find effective methods to solve them.
2. The combination of mathematics education and real life.
Through "synthesis and practice" activities, we can extend from mathematics to art, architecture, archaeology, science and other disciplines, and carry out interdisciplinary integration. Paper-cutting, gossip, shadow play, mortise and tenon furniture, houses of traditional buildings, gardens and other China traditional culture and arts can be used as teaching materials to help students understand the concepts of symmetry, rotation and projection in mathematics.