The Application Of Mathematics Culture In High School Mathematics Teaching

The teaching of senior high school mathematics culture plays an important role in cultivating students’ core literacy of mathematics subject.Curriculum Standards for Senior High School Mathematics(Experimental Draft)(2003)first put forward the importance of mathematical culture,and the Notice on the Revision of the 2017 General College Entrance Examination Syllabus also put forward requirements for mathematical culture.The latest "Common High School Mathematics Curriculum Standard 2022" clearly puts forward the focus on mathematics culture.At present,there have been some research results on mathematics culture,mainly focusing on the theoretical overview of mathematics culture,the value of mathematics culture and how to promote mathematics culture,etc.However,mathematics culture involves a wide range of fields,and corresponding research is difficult to be detailed to specific schools.It is difficult to cope with different learning situations,and the formation characteristics of mathematics core literacy and mathematics culture are consistent.The mathematics culture with equal emphasis on the characteristics of arts and sciences can well make up for the current situation of serious incompatibility between arts and sciences.Therefore,if mathematics culture is regarded as a support of mathematics core literacy,it will be an effective way to achieve quality education.Based on this potential value of mathematical culture,this study studies the teaching strategies of high school mathematics from the perspective of mathematical culture.This paper chooses the important knowledge point of "series" in high school to carry out the application research of mathematics culture in this knowledge point.As the basic question type of college entrance examination,Series of Numbers accounts for nearly half of the proportion in elective 2 textbooks,and is also the basis of higher mathematics,including a large number of mathematical ideas such as recurrence,analogy and transformation.The "Chinese residual theorem" and Fibonacci series mentioned in the textbooks have rich cultural background,which are closely related to mathematical culture.This paper is carried out by means of data search,field trip and questionnaire survey.The research focus is on how to better integrate the four dimensions of mathematics history,mathematics value,mathematics aesthetics and mathematics thoughts from the perspective of mathematics culture into the mathematics teaching of high school.Meanwhile,Tianjiabing Middle School is taken as a field trip.First,it analyzes the history of mathematics,the value of mathematics,the aesthetics of mathematics and the thought of mathematics theoretically,and reshapes the core of mathematics culture.Secondly,the practical research has exposed the problems existing in the application of mathematical culture in schools,teachers and students.The third is to formulate relevant strategies based on the characteristics of relevant problems and mathematical culture.This article is elaborated from the following parts;Firstly,the concepts related to mathematical culture are described in detail,and the connotation and characteristics of mathematical culture are summarized,and the literature review at home and abroad is combined to provide a solid theoretical reference for this paper.Then,taking the chapter teaching of series of numbers as an example,this paper conducts a survey on the application status of mathematical culture in series of numbers class in Tianjiabing Middle School of Xiangyang City through classroom recording,questionnaire survey and teacher interview.By combining with spss statistical software for data analysis,it explores the existing problems of mathematical culture in series of numbers teaching,and then analyzes the problems from the three aspects of teachers,students and schools.It provides a reliable reference for this study to understand the bottleneck and apply the remedy to the case.Combined with the investigation results and case analysis,it is not difficult to find that the requirements of the curriculum standards have not been fulfilled in the actual teaching.Schools and teachers have been slack,resulting in the limited development of Tanaka students’ mathematics and the serious polarization of arts and sciences.In view of these situations,this paper proposes how to choose appropriate mathematical culture content for teaching based on the characteristics of schools,and proposes corresponding strategies from the level of schools,teachers and students.Schools should play a macro-control role,pay attention to the construction of mathematical culture in ideology,explore learning channels in action,and establish a complete set of school-based system.In the teaching process,teachers should pay attention to the connection between concept teaching and mathematical culture,trace back the history of mathematics,comprehend the idea of mathematics,appreciate the beauty of mathematics,and run mathematical culture through mathematical problem solving.Students should cooperate with teachers and take mathematics culture as a sharp tool to improve mathematics literacy.Finally,this paper is summarized,from the theory,practice and case three aspects of reflection,put forward the shortcomings of this paper,and the development of mathematics culture in the classroom teaching to make a realistic prospect.