Research On The Excavation Of Mathematical Cultural Elements And Their Integration Into Teaching Desig

Mathematical culture is an important part of human culture,which includes not only the ideas,spirit,language,methods and their formation and development of mathematics,but also the contribution and significance of mathematics in human life,science and technology,and social development,as well as humanistic activities related to mathematics.The "Mathematics Curriculum Standards for General High Schools(2017Edition and 2020 Revision)"(hereinafter referred to as the "New Curriculum Standard")puts forward clear requirements for mathematical culture,that is,mathematical culture should be integrated into the curriculum content.So in high school mathematics,what mathematical culture elements can be unearthed? How should the integration of mathematical culture elements into mathematics teaching be carried out? To solve the above problems,this article is divided into four parts.The first part is the first and second chapters,which use the literature analysis method to sort out the current research status of "the integration of mathematical culture into mathematics teaching",define the concepts of mathematical culture and mathematical teaching design,and select the theoretical basis supporting the research: the theory of "recreation" of mathematics,the theory of recent development areas,and the theory of mathematical constructivism.The second part is the third chapter,which provides a strong basis for the research of this topic by understanding the integration of mathematical culture into high school mathematics teaching from teachers through teacher interviews.In actual teaching,there are many deficiencies in the current situation of mathematical culture teaching,mainly because teachers do not attach much importance to mathematical culture,and the cognition and understanding of the connotation of mathematical culture are insufficient.The third part is the fourth chapter,under the guidance of the new curriculum standard and the newly revised "General High School Mathematics Textbook"(hereinafter referred to as the "new textbook")revised in 2019,the mathematical culture elements in the new textbook are explored from three dimensions: textbook column,mathematical culture category and integration method.The fourth part is the fifth and sixth chapters,aiming at the problems existing in the interview,taking the new textbook as an example,how to integrate some contents of "functions" and "geometry and algebra" into mathematical culture elements for teaching design,and finally summarize and prospect this research.By integrating mathematical cultural elements into the teaching design of high school mathematics,it is conducive to stimulating students’ interest in learning mathematics,breaking students’ traditional cognition of existing knowledge,and students will further understand mathematics and improve the core literacy of mathematics.