The Practice Research On Seeping Mathematics Culture Into Mathematics Teaching In Senior One High School

The study of mathematics learning has received much attention over the years.In 2017,the "Standards for Senior High School Mathematics Curriculum(2017 Edition)" was promulgated,and it was proposed that attention should be paid to the penetration of mathematics culture in teaching.Attention to the integration of mathematics culture into the curriculum content reflects the importance of mathematics culture to mathematics learning.Relevant research shows that mathematics culture has a positive impact on students’ mathematics learning.Subsequently,many scholars began to study the integration of mathematics culture into middle school teaching,but they mostly discussed it from the theoretical level,and the practical research was slightly lacking.Therefore,based on the previous research results,this paper combines theoretical research with practical research,explores the theoretical basis and strategy of mathematics culture into high school mathematics teaching,and simultaneously develops practice and analyzes practical results,providing theory and practice for the integration of mathematics culture into teaching.In terms of theoretical research.Firstly,through literature research,the research content of mathematics culture is reviewed and the definition of mathematics culture is defined.Then,it explores the theoretical basis of the integration of mathematics culture into teaching,and simply analyzes the mathematics culture presented in the compulsory course of the Pedagogical High School Mathematics Textbook.Finally,based on the high school mathematics textbooks of the People’s Education Edition,starting from the basic academic situation of students,this paper explores the strategies of using mathematics history,comprehending mathematical thoughts and methods,and experiencing the beauty of mathematics in the teaching of high school mathematics.In terms of practical research,it mainly uses survey research,educational experimental research,etc.Firstly,based on the theoretical basis of strategy,the practice of integrating mathematics culture into mathematics teaching.Then,through the test papers and questionnaires,the paper analyzes the influence of mathematics culture into the mathematics learning concept,mathematics learning interest,mathematics learning achievement,and combines the open interviews to analyze the effectiveness of the practice.Finally,research and analysis of the cases in which mathematics culture is integrated into teaching,and provide a case for the study of mathematics culture into the teaching of high school mathematics.The results of practice show that the practice has achieved good results.In the mathematics academic performance,the Mann-Whitney U rank sum test is performed on the mathematics learning scores of the two classes.The asymptotic significance(bilateral)is 0.007,that is,P is less than 0.05,so the difference between the two classes is different,among which the average of the practice class is 66.55 points,and the average of the control class is 58.89 points,that is to say,the integration of mathematics culture into high school mathematics teaching can help improve the mathematics learning scores of some students.In the aspect of mathematics learning interest,through the integration of mathematics culture in teaching,it helps to improve the mathematics learning interest of some students to a certain extent.In the aspect of mathematics learning,the integration of mathematics culture helps to improve the mathematics learning view of some students to a certain extent.According to theoretical research and practical research,the following research conclusions are drawn: First,the integration of mathematics culture through traceability of mathematics history and infiltration of mathematical thoughts and methods has certain reference.Secondly,The integration of mathematics culture into teaching has a certain effect on improving the mathematics learning achievement,mathematics learning concept and mathematics learning interest of some students,but it may be affected by the difficulty and time of mathematics culture content.Third,the integration of mathematics culture into teaching should be based on textbooks,and combined with relevant mathematical and cultural materials,it is not appropriate to select difficult content.At the same time,the integration of mathematics culture into teaching is not a flash in the pan.It is necessary to combine four strategies in a long-term teaching,and to infiltrate from multiple angles and integrate mathematics culture into all aspects of teaching.Finally,teachers can actively learn the relevant mathematics and cultural content,increase their knowledge reserves,so that the relevant mathematics and cultural content can be properly integrated into the classroom,so that the classroom is full of mathematics and culture,and cultivate students’ thinking quality.Based on the previous research results,this paper starts the practical research and theoretical research of mathematics culture into the teaching of high school,and provides reference for relevant theoretical and practical research.However,due to the limitations of practical conditions,the results of research have certain limitations.In the future,it is necessary to further study relevant mathematical culture theories and conduct practical explorations,and gradually improve the practical research of mathematics culture into the teaching of high school mathematics.