Investigation And Implementation Strategy Of Integrating Mathematics Culture Into Junior Middle School Mathematics Teaching

Mathematics is a kind of culture,and the teaching of mathematics can be called the teaching of mathematics culture to a certain extent.With the promulgation of Compulsory Education Mathematics Curriculum Standards(2022 edition),the status of mathematics culture in mathematics education is constantly improving,and the educational value and function of mathematics culture are increasingly significant.The mathematics education circle pays more attention to "mathematics culture",but most of the research is mainly focused on the analysis and discussion at the macro theoretical level,the lack of processing and expansion of the materials of mathematics culture in junior high school mathematics,and the specific implementation strategies of junior high school mathematics teachers on mathematics culture are not perfect.In view of this,this paper intends to investigate the current implementation status of integrating mathematics culture into mathematics teaching,teachers’ and students’ views on mathematics culture and so on.Based on the research status,some teaching principles and strategies for teachers’ reference are proposed to help front-line teachers deal with relevant mathematical culture in teaching and enlighten their ideas.Guiding teachers to integrate mathematics culture into teaching in a planned way can show the charm of mathematics to students,stimulate students’ interest in learning,help students establish a good view of mathematics and mathematics learning,and promote students to improve the core quality of mathematics.The research methods of this paper include literature research,questionnaire survey,interview,qualitative analysis and experience summary.This paper expounds the connotation and educational value of mathematics culture and the research progress of mathematics culture at home and abroad.Through the questionnaire survey,we understand the implementation status and difficulties of integrating mathematics culture into junior middle school mathematics teaching,as well as the views and attitudes of teachers and students towards mathematics culture.Through interviews with teachers,we can understand the specific views of front-line mathematics teachers on the integration of mathematics culture into junior middle school mathematics teaching,as well as reasonable suggestions and measures for the difficulties they face.Through the qualitative analysis of the questionnaire results,we can understand the mathematics culture,the knowledge basis of the history of mathematics and the concept of mathematics education of the first-line mathematics teachers,as well as the concept of mathematics and mathematics learning of the students.Through the method of experience summary,the author understands the ways and measures of mathematics teachers applying and integrating into mathematics culture in teaching,and analyzes which way is more effective.Through the investigation of the current situation,it is found that most front-line mathematics teachers recognize the educational value of mathematics culture,but their own understanding of mathematics culture and mathematics history is shallow,lack of relevant theoretical guidance,it is difficult to carry out effective mathematics culture teaching.However,most students are not only very interested in the content of mathematical culture,but also have accumulated a certain amount of mathematical cultural knowledge in primary school,which is in sharp contradiction with the relatively poor mathematical cultural knowledge of teachers.Therefore,according to the current situation,this paper puts forward the teaching principles and implementation strategies of mathematics culture that teachers should grasp,and tries to improve the teaching efficiency of mathematics culture,so as to stimulate students’ interest in learning,improve students’ view of mathematics and mathematics learning,improve their mathematics literacy,and realize the educational value of mathematics culture and the concept of quality education.