Author(s)

Qian Li ¹

Affiliation(s)

¹ China West Normal University, Nanchong, Sichuan, 637000, China

Corresponding Author

Qian Li

ABSTRACT

The People's Education Press (PEP) elementary mathematics textbooks contain abundant elements of traditional Chinese culture. Integrating these elements into elementary mathematics curriculum teaching aligns with the educational demands of the new era. However, several challenges currently hinder this integration: low overall emphasis, insufficient teacher capability, deviations in teaching philosophy, and disconnection from practical teaching. Despite these challenges, the value of integrating traditional Chinese culture into elementary mathematics curriculum teaching is significant. It helps cultivate students' patriotism and enhance cultural identity, promotes comprehensive student development, establishes a foundation for cultural confidence, broadens the cultural perspective of mathematics, enriches pathways for promoting traditional culture, and deeply excavates the traditional cultural elements in mathematics textbooks to improve the quality of mathematics education. To achieve these goals, corresponding strategies should be adopted, including emphasizing traditional culture with a focus on moral education, improving teacher quality to highlight cultural value, updating educational concepts to innovate integration methods, and implementing a "people-oriented" approach closely linked to practical teaching.

KEYWORDS

Traditional Culture, Elementary Mathematics, Curriculum and Instruction, Dilemma, Value, Strategy

CITE THIS PAPER

Qian Li, The Integration of Chinese Excellent Traditional Culture into Primary School Mathematics Curriculum Dilemmas, Values, and Strategies. Curriculum and Teaching Methodology (2024) Vol. 7: 156-162. DOI: http://dx.doi.org/10.23977/curtm.2024.070523.

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• Advances in Educational Technology and Psychology
  
  
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