Research On The Strategy And Practice Of Integrating Mathematics Culture Into High School Mathematics Teaching

The view that mathematics is a part of human culture and a cultural phenomenon has been widely accepted.As soon as mathematical culture was put forward,it caused a research boom.Following the theoretical research on its definition,connotation and value,scholars realized the profound influence of mathematical culture on mathematical education,and its practical research has received more attention.Due to the academic pressure of high school students,we can consider integrating mathematics culture into daily teaching,and subtly improve students' mathematics cultural literacy.Therefore,the research question of this article is to explore the three parts of the strategy of integrating mathematics culture into classroom teaching,the practical application in teaching and how to evaluate students' mathematics cultural level.This article uses literature research method,questionnaire survey method and action research method and other research methods to combine theory with practice.In terms of theoretical research,first analyze the important cultural elements of mathematics;secondly,analyze the specific strategies of integrating mathematics culture into teaching;finally construct the evaluation system of integrating mathematics culture into classroom teaching,and design the evaluation scale.In terms of practical research,two topics in the first grade: the concept of logarithm and the concept of function were selected.First,the teaching design was carried out according to the above teaching strategies,and the teaching practice was carried out in a high school in Nanjing.Then according to the evaluation system,the function and the function were respectively targeted.The logarithmic design evaluation test paper reflects the teaching effect through the completion of the student test paper,and is reflected in the real feedback of the students.Finally,the research conclusions drawn through the research of this article are:(1)Put forward the teaching strategy of integrating mathematics culture into the classroom: embed mathematics culture in revealing the source of knowledge,make students feel the source and development of knowledge,and experience mathematics culture through the form of mathematics history;infiltrate mathematics culture into understanding the essence of knowledge,Infiltrate mathematics culture through the research of mathematical thinking and methods;integrate mathematics culture into the direction of implied knowledge,and integrate the scientific value,application value,thinking value and aesthetic value of knowledge into teaching,so as to change students' cognition and attitude towards mathematics learning;Analyze the mathematics culture in the practice of applied knowledge,pay attention to the internal application of mathematics such as examples,exercises,thinking methods in the classroom,and the application of mathematics in other subjects and life fields.(2)The teaching evaluation of the integration of mathematics culture into the classroom includes first-level index mathematics knowledge,mathematics quality,mathematics appreciation,mathematics psychology,second-level index mathematics history,conventional mathematics knowledge,mathematics language ability,mathematics thinking method,mathematics beauty,mathematics application and Value,motivation,interest,emotion and attitude in mathematics learning.(3)Through the practice of two classes,the results show that the above teaching strategies are helpful to the improvement of students' mathematics cultural literacy.For simple subjects,the integration of mathematics culture will be more successful.For complex subjects such as the concept of functions,it is necessary Carry out more sophisticated designs and improvements.Through this research,it not only provides some suggestions for the theoretical research of mathematics culture,but also provides practical specific teaching strategies for the integration of mathematics culture into teaching.The evaluation system constructed in this article also has practical value and provides a reference for mathematics teaching research under the perspective of mathematics culture.