Analysis of the Penetration Strategy of Mathematical Culture in Elementary School Mathematics Classroom Teaching under Core Literacy

Abstract

This study focuses on the infiltration path of mathematical culture in primary mathematics classrooms under the perspective of core literacy, and explores the synergy mechanism between disciplinary nurturing value and cultural inheritance. Aiming at the current phenomenon of cultural fragmentation in primary mathematics education, the study combines classroom observation and teaching case study to reveal the real dilemmas of teachers' cultural cognitive bias, lagging methodological innovation, insufficient development of resources, and single evaluation orientation. Based on the deep coupling of the three-dimensional objectives of core literacy and the connotation of mathematical culture, the study proposes systematic strategies such as reconfiguring the teaching design with cultural infiltration, revitalizing the classroom form with diversified interactions, broadening the penetration carriers with resource integration, and optimizing the cultivation of literacy with assessment and training linkage. The study breaks through the traditional technical teaching improvement ideas, constructs a new paradigm of mathematics education from the cultural and philosophical level, provides both theoretical value and practical significance for the implementation of the fundamental task of cultivating moral integrity, and helps the symbiotic development of students' quality of mathematical thinking and their sense of cultural identity.