Teaching Research On Integrating Mathematical Culture Into High School Sequence Units

The "General High School Mathematics Curriculum Standards(2017 Edition,2020Revision)" highlights the value of mathematical culture and emphasizes its infiltration.This requires mathematics teachers to appropriately integrate mathematical culture into their daily classroom teaching.The knowledge and capacity of sequence units are complex and large,which increases the difficulty of students’ learning.Integrating mathematical culture into sequence unit teaching can help improve students’ core mathematical literacy.The research purpose of this article is to integrate mathematical culture into the teaching design of high school sequence units,promote students’ effective construction of sequence knowledge,and provide some new ideas and experiences for sequence unit teaching.This article adopts literature analysis,questionnaire survey,case analysis,and interview methods to study the integration of mathematical culture into the teaching of sequence units,and preliminarily explores the teaching strategies of integrating mathematical culture into high school sequence units.Firstly,review the research literature on mathematical culture,the integration of mathematical culture with mathematical education,and sequence teaching,and discuss relevant theoretical research.Secondly,in order to grasp the current situation of integrating mathematical culture into high school sequence unit teaching,a survey was conductedon the cognitive level of mathematical culture among students and teachers.Based on the statistical analysis of the survey results,it was found that there are the following problems in terms of students: students are interested in mathematical culture,but under the influence of academic pressure,they do not have too much time and energy to understand mathematical culture,and their grasp of mathematical culture in textbooks is not solid;In terms of teacher teaching,there are the following problems: teachers have a positive attitude towards mathematical culture teaching,but due to the influence of teaching progress and their own situation,there are few links to integrate mathematical culture into actual teaching,the integration process is shallow,and there is not too much involvement in extracurricular mathematical culture.In response to the above issues,based on the analysis of cases of integrating mathematical culture into mathematical teaching,and based on the teaching principles of integrating mathematical culture into sequence units,further propose teaching strategies for integrating mathematical culture into high school sequence units: First of all,introduce and integrate mathematical culture into the classroom,and feel the background of mathematical knowledge generation;Secondly,incorporating mathematical culture into the teaching of new courses and experiencing the process of acquiring mathematical knowledge;Thirdly,integrating mathematical culture into the exploration process and experiencing mathematical thinking methods;Fourthly,integrate extracurricular life into mathematical culture and experience the charm of mathematical application.Based on the teaching principles and strategies,this paper takes "the concept of sequence" and "the concept of arithmetic progression" as examples to design the teaching of the integration of mathematical culture into high school sequence units.