Research On The Application Of Mathematical Culture In The Teaching Of "numbers And Algebra" In Junior High Schools

Mathematics culture is integrated into the teaching of "number and algebra" in junior high schools in line with the requirements of the compulsory education mathematics curriculum standard(2011 edition),and it is consistent with the concept of integrating mathematics culture into mathematics teaching in the 2017 edition of the mathematics curriculum standards of high school.The study of the problem of permeating mathematics culture in junior middle school mathematics classroom teaching has profound theoretical significance and practical value for reference.Through literature analysis,starting from the knowledge and understanding of mathematics culture,it expounds the huge cultural value of mathematics culture;through the questionnaire survey method to understand students' understanding of mathematics and mathematics learning,and teacher interviews to understand the knowledge and practices of front-line teachers on the integration of mathematics culture into the classroom,and use this as a basis to explore the entry point of mathematics culture into the teaching of "number and algebra";take the seventh grade " number and algebra " teaching as an example to carry out mathematics teaching design and teaching practice based on the deep integration of mathematics culture,and analyze the teaching effect of infiltrating mathematics culture;put forward the teaching principles and teaching strategies of mathematics culture in junior middle school mathematics.Combining with the characteristics of mathematics culture and the development level of students,the integration of mathematics culture into junior high school mathematics teaching should follow the principles of permeability,relevance,usefulness,interest and timeliness.Mathematics culture should be used in classroom teaching from the aspects of mathematics history,mathematics thought,mathematics application,mathematics beauty,and mathematics spirit.Specific teaching strategies are given from the perspectives of teachers scientifically guiding the integration of mathematics culture and improving teachers' ability to use mathematics culture.