The Teaching Research Of Integrating Mathematics Culture Into The Trigonometric Function Classroom Of High School

The use of the term mathematical culture has been increasing in recent years.Everyone’s emphasis on "mathematics culture" reflects the new understanding of the humanistic value of mathematics and the new changes in the concepts of mathematics and mathematics curriculum.All these have pushed the "mathematical culture" into the horizons of researchers and other educators.Therefore,there are more researchers are involved in teaching research related to mathematical culture.This shows that mathematical culture is alive.More and more people are willing to pay attention to mathematics from a cultural perspective and emphasize the educational value of mathematical culture."Mathematics culture" is also constantly updating people’s understanding of mathematics.At the same time,has opened a special window for researchers to understand mathematics.The newly revised Standards for General High School Mathematics Curriculum(2017 edition)takes the humanistic value of mathematics as one of the basic concepts.The nature of the course mentioned that "math is not only a tool for operations and reasoning,but also a language of expression and communication.Mathematics carries thoughts and culture and is an important part of human civilization." The newly revised curriculum standards focus on the penetration of mathematical culture.Emphasize the connection between mathematics and life and other disciplines.Let students realize the cultural value,scientific value,application value and aesthetic value of mathematics through the integration of mathematics culture and mathematics classroom.This article mainly focuses on the problems related to the integration of mathematical culture and trigonometric functions in the classroom.Starting from the research background to understand the current status of mathematics culture at home and abroad.Starting from what is the mathematical culture to clarify the connotation of culture and mathematical culture.Starting from why to integrate mathematics culture into mathematics class to discusses the characteristics of mathematics culture and expounds the educational value of mathematics culture.Through questionnaires to find the main problems in the integration of mathematical culture and trigonometric functions in the classroom.To find effective strategies to promote the integration of mathematical culture and trigonometric functionsin the classroom.Then integrate the strategies into specific trigonometric function teaching cases.Based on the results of interviews with teachers and students after the implementation of the case.Finally,some opinions and suggestions for the integration of mathematics culture and high school trigonometric function classrooms are proposed.