| The "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" points out that mathematics culture is one of the curriculum goals for middle school students,and also emphasizes mathematics culture in the curriculum concept.The reform of mathematics curriculum attaches great importance to the integration of mathematics culture into the mathematics curriculum standards.The study of high school mathematics test questions has important value for the teaching work of middle school teachers and the learning of students.Conducting research on the integration of mathematical culture into high school mathematics test questions has practical significance.In this paper,a total of 95 mathematics test papers for the senior high school entrance examination in 19 cities in Guangxi,Guizhou Province,Sichuan Province and Chongqing City from 2017 to 2021 are taken as the research samples,and Content analysis,comparative research and questionnaire interview are mainly used to carry out the research.Firstly,the test questions are coded and statistically analyzed from six dimensions: number of questions,score,question type,knowledge domain,background type of content,and SOLO level;Secondly,by compiling a student questionnaire on the integration of mathematical culture into middle school mathematics classroom teaching,and combining it with teacher interviews,we can understand the current situation of the integration of mathematical culture into middle school teaching;Next,based on the analysis of test questions and the current integration of mathematical culture,write teaching cases related to mathematical culture and implement them;Finally,propose teaching suggestions and suggestions for the preparation of high school mathematics culture test questions.Research has found that:(1)In terms of overall distribution,mathematical culture has been integrated into the middle school entrance examination mathematics and occupies a place;The test question types are complete,but the distribution is uneven;The distribution of knowledge in the mathematical culture test questions is imbalanced,with a focus on the fields of statistics and probability,and a lack of attention to the fields of graphics and coordinates;The background type of the content of mathematics culture test questions focuses on the relationship between mathematics and life,but not enough attention is paid to the relationship between History of mathematics,mathematics and other disciplines;The mathematical culture test questions are distributed at various levels of SOLO level,and require moderate levels of students’ thinking skills.(2)The proportion of mathematical culture questions in the middle school entrance examination mathematics questions in different years is gradually increasing,but the proportion in the dimensions of question type,knowledge field,and background type of the content of the mathematical culture questions has not changed much,and the pace of improving the distribution imbalance is slow.(3)The proportion of mathematics culture test questions in the mathematics test questions of the senior high school entrance examination in the four provinces and cities is higher in Guizhou Province and Chongqing City,followed by Guangxi,while the proportion of Sichuan Province is lower;Sichuan Province has a more balanced distribution of background types in the content of mathematical culture test questions;The SOLO level of mathematical culture test questions in four provinces and cities tends to stabilize at different levels of distribution,but Chongqing has higher requirements for students’ thinking ability than the other three provinces and cities,and has been increasing year by year.(4)Taking "representing numbers with letters" and "solving the application of right triangle" as examples,this paper discusses the feasibility of integrating mathematical culture into junior high school mathematics teaching,and finds that students are interested in mathematical culture related content in the course of classroom teaching,and their interest in mathematics learning has improved.The addition of the content of history of mathematics has aroused students’ enthusiasm for learning;Simple math games and micro lesson videos create a relaxed classroom atmosphere and enhance students’ classroom participation;The thematic activities of mathematical culture promote students’ thinking about knowledge and deepen their understanding of mathematical history;The integration of mathematics culture questions in the middle school entrance examination is well aligned with students’ cognitive level and teaching objectives.The feasibility of integrating mathematical culture into junior high school mathematics teaching has been confirmed through feedback from teachers and classroom performance from students.Based on the research findings,suggestions are proposed for the compilation of mathematics culture integration in the middle school entrance examination mathematics test questions:(1)Increase the proportion of mathematics culture test questions in the middle school entrance examination mathematics test questions,and improve the distribution of question types;(2)Emphasize the diversity of background materials for mathematical culture test questions;(3)Dig mathematical historical data in different knowledge fields in depth,and balance the knowledge points investigated by mathematical culture test questions.Suggestions for the integration of mathematics culture into middle school mathematics teaching:(1)appropriately add simplified history of mathematics to enrich mathematics classroom;(2)Strengthen the social life background of mathematical knowledge and enhance students’ abstract ability towards mathematical models;(3)Flexible use of micro courses and dynamic mathematics software to increase the fun of mathematics teaching;(4)Organize themed mathematical cultural activities to enhance students’ mathematical application abilities. |
