Mathematical Culture Into The Theory And Practice Of Teaching Junior High School Algebra

Chinese students have solid fundamental knowledge and proficient rudimentary skills in mathematics. However, they are relatively weak in the understanding of mathematics. It has long been a common understanding of some scholars that we should truly bring mathematical culture into mathematics classes and fully integrate it with mathematics teaching so that students are influenced by, or even can resonate with it during the course of mathematics study. However, it deserves further research as for how to effectively approach it.This paper attempts to research, from both a theoretical and practical perspective, on integrating mathematical culture with algebra teaching in middle school so as to provide solid theoretical and practical basis, to prove the value of it, and to seek the best methodology to implement it so that it can play its role as expected.This paper discusses the issue from the following four areas:1.Through a literature analysis method, the paper gives historical and current understanding of mathematical culture, provides its connotation, and illustrates the huge cultural value within it.2.The paper proposes three development phases of mathematical culture education and further explores the theoretical foundation of implementing mathematical culture teaching.3.Through a questionnaire, we learned more about the students'understanding of mathematics and mathematics study, and we discovered some problems. The paper discusses the methodology of integrating mathematical culture with algebra teaching through the analysis of the mathematical culture.4.We chose algebra teaching for the first grade students in middle school as the starting point to experiment mathematical culture education and collected detailed data. The paper gives a fair evaluation on the result of mathematical culture education and provides targeted recommendations.In summary, integrating mathematical culture with algebra teaching is a gradual and long process. It has certain effect on improving student's mathematics scores.However, educators should value more on the infiltrative improvement of mathematical culture has over students'mathematics perspectives and their mathematics study methodology, as well as the far reaching effect on shaping flawless personality, promoting complete development throughout their life time. I hope this research can fill the blank in the area of integrating mathematical culture into algebra teaching. I would like to share my findings with my colleagues in education industry in the hope that it can not only enrich the substance of mathematical culture teaching strategy and practical research, but also provide insights for teachers and students who are interested in mathematics study.