The Research Of High-school Mathematics Teaching Of Mathematics Culture

Mathematical culture permeation in high school mathematics teaching is one of the requirements of the new curriculum standard and its importance has been recognized by many experts, scholars and front-line teachers. However, mathematics teachers generally lay little emphasis on mathematical culture for the reason of high pressure from college entrance examination. The past decade has witnessed the implementation of new curriculum standard but the high school teaching approach is still the “double base teaching approach” which is monotomous in form, boring in content, blank in idea and lack of cultural connotation.Mathematical culture permeation in high school mathematics teaching has value to application, education and aesthetics. In the process of permeating mathematical culture, the following five principles should be adopted, saying principle of relevance, principle of interest, principle of idea, principle of moderation, and principle of application. The teaching design embodying the mathematical culture should not only follow the five principles but also stress essence and moderation, respect students’ personalities with individualized teaching method, pay attention to teaching process and students’ experience, and advocate frequent communication and cooperation between teachers and students.The core of this paper studies the ways and methods in practicing mathematical culture permeation in high school mathematics teaching, which can be devided into 3 aspects:(1) Introducing mathematics history and motivating students’ interests.This aspect can be conducted by setting situation, introducing historic background and telling stories of mathematicians.(2) Displaying mathematical beauty and cultivating aesthetic taste. Mathematical beauty lies in its uniform, simplicity, symmetry, peculiarity.(3) Permeating mathematical idea and improving mathematical quality. The popular mathematical ideas in high school are transformation, combination of figure and chart, function and equation, classification and integration, generality and specificity. These ideas are set forth respectively with specific examples, which is an innovation of this paper.Furthermore, based on the new curriculum standard, the connection between mathematics and other courses, and the mathematical application in daily can not be ignored. At the same time, the new curriculum standard suggests that teachers in regular teaching activity should not just pay attention to the knowledge in textbook but lay more emphasis on the mathematical culture so that students can acquire more knowledge.All in all, the permeation of mathematical culture in high school mathematics teaching needs long-term and repetitive experiment and search, and front-line teachers’ attention and effort. By this way, the mathematical culture in high school mathematics can be fully used.