A Study On The Teaching Of Integrating Mathematics Culture Into High School Mathematics Concept Courses Under The Perspective Of APO

Mathematical concepts are highly abstract and rigorously logical,and are the basis for understanding mathematics and the driving force for promoting the development of mathematics.Mathematical culture contains the spirit,ideas,methods and development of mathematics.APOS theory is a classic in the teaching of mathematical concepts.Both of them have been widely used in the teaching of mathematical concepts and have achieved good results.How to apply the two to the teaching of mathematical concepts in high school is a problem worthy of in-depth study.It is also for high school teachers and theoretical researchers to explore mathematics culture and APOS Integrate theory into high school mathematics concept teaching to provide reference.Firstly,this paper uses the literature research method to systematically analyze the development process of APOS theory and mathematics culture,and their respective importance and necessity in the teaching of mathematics concept courses.Secondly,using text analysis method,comparative research method and survey method,respectively Statistics,investigation and analysis are carried out on the three levels of mathematics culture in textbooks,test questions,and teaching status quo integrated into high school mathematics concept courses,so as to make theoretical preparations for case design.Mathematics and technology,mathematics and humanities and arts contain rich mathematical culture;mathematics teachers have a positive attitude towards the introduction of mathematical culture into the classroom,but the state of deep integration into teaching is not ideal.Finally,based on the survey results,it is proposed Culture is integrated into the teaching strategy of mathematics concept class,and adopts the four stages of APOS theory as the main line,and deeply integrates mathematics culture such as history of mathematics,mathematics and life,mathematics and technology,mathematics and humanities and arts,and designs the "sine law","The concept of derivative" and "Bayesian formula" and other three teaching design cases of integrating mathematics culture into high school mathematics concept courses under the perspective of APOS.In summary,the integration of mathematics culture into the teaching of high school mathematics concept courses from the perspective of APOS can not only enhance students’ interest in mathematics learning,cultivate students’ core mathematics literacy,but also help students deeply understand the essence of mathematics and master mathematics concepts.However,the integration of mathematics culture into concepts Class teaching will be affected by teachers’ knowledge reserves,students’ ability to accept,etc.,and there will be some deficiencies in the integration of mathematics and cultural content in the three teaching design cases proposed in this paper,and it is expected to continue to improve in future teaching.