Research On The Teaching Design And Implementation Of Integrating Mathematics Culture Into Junior Middle School Mathematic

Mathematical culture is an important component of human civilization and has always received wide attention.Since the introduction of quality education in China,mathematical culture has demonstrated its strong vitality even more and has played a crucial role in changing the traditional cultural view centered on examination culture.The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly states that teachers should pay attention to mathematical culture in the selection of curriculum content when teaching.Thus,it seems that the integration of mathematical culture into secondary school mathematics teaching is an important embodiment of the implementation of the new curriculum standards and an inevitable trend of educational reform.However,due to the influence of exam-oriented education in China,mathematical culture content has been "highly evaluated but not applied"in secondary school mathematics teaching.This study focuses on the integration of mathematical culture into the teaching design of junior high school mathematics,using three sections of the chapter "Quadratic Equations" in the first book of the seventh grade mathematics textbook of the Human Education version as a case study for specific teaching design,and using two classes of students in the seventh grade of a secondary school in Jiangxi Province as the object of study for the implementation of the teaching design.Before conducting the specific instructional design,the necessity and feasibility of integrating mathematical culture in the middle school mathematics instructional design were firstly clarified by analyzing the mathematical culture contents in the textbook and the Jiangxi Province three-year Chinese examination papers from 2020-2022.Then,based on the literature study,the entry point and relevant principles for the integration of mathematical culture into middle school mathematics instructional design are analyzed.Then,based on the above analysis,the specific steps of integrating mathematical culture into middle school mathematics instructional design are summarized.Finally,the development and implementation of specific instructional designs are carried out.In order to provide concrete and actionable case references for front-line teachers.The following main conclusions were obtained from this study:(1)Textbooks are the content carriers for teachers to carry out teaching.Through the analysis of the content of Chapter 3,"Quadratic Equations",in the mathematics textbook of the first grade of the seventh grade of the Human Education Version,it was found that the content of mathematical culture was involved in several columns in the textbook and presented richly,including many parts of mathematical history,mathematical beauty,mathematical applications and mathematical ideas,which indicates that the integration of mathematical culture content in the teaching design of middle school mathematics is practical and feasible.The questions of the middle school examination play a guiding role in the"teaching of teachers" and "learning of students" at the junior high school level,and are the "directional mark" of junior high school mathematics teaching.This shows that it is necessary to integrate mathematical culture into the teaching design of junior high school mathematics.(2)The integration of mathematical culture into the instructional design of junior high school mathematics can be done by selecting several aspects of mathematical history,mathematical beauty,mathematical ideas,and mathematical applications.The principles of relevance,appropriateness,interest,and diversity should be followed in the integration.The integration of mathematical culture in teaching objectives,teaching processes,and assessment should be appropriate and reasonable.(3)The students’ classroom performance and the results of the questionnaire show that they agree that the integration of mathematical culture into the junior high school mathematics classroom is high.The integration of mathematical culture into the classroom can help stimulate students’ interest in learning,promote better classroom teaching sessions,change students’ one-sided understanding of mathematics,and help students establish a positive and correct view of mathematics.