The Research Of Mathematics Culture Integrate Into Inequation Teaching

In2003a new "Mathematics Curriculum Standard of Senior High School (experimental)" issued by the Ministry of Education, highlighting the cultural value of mathematics. Mathematics is an important part of human culture, mathematics culture also received serious attention, and need represent mathematics culture throughout the high school mathematics teaching. The viewpoint has been accepted by the majority of teachers currently, that is mathematics education more than simply teach mathematics education activities, but also should be a process of mathematics culture exchange.With the development of the education, more and more researchers begin to research mathematics culture in mathematics education. But there is have no uniform definition of mathematics culture. According to the cultural definition extended to study the definition of mathematics culture in this paper. First of all, the mathematics culture is open, but the openness of mathematics culture does not mean research casually. Then, mathematics culture is the activities that human researched in mathematics to create material wealth and spiritual wealth. Material wealth, include mathematical propositions, methods, problems, languages and other intellectual component. Spiritual wealth, include mathematics consciousness, spirit, thinking, beauty and other idea component, that is, the spirit, attitude and behavior of mathematical community formed by mathematician, include its core ideology, normative component and illuminating ingredients.This paper attempts to start from the high school inequation and the perspective of teaching, combine A version textbook to integrate mathematics culture. To the study new methods of embedding mathematics cultures in the inequation teaching more than the history of mathematics. Improve students’ interestingness and learning efficiency by introduce examples like the impoundment of reservoir, the most value of resistors, sales pricing etc. that is familiar to students into the teaching and the aesthetic value of inequalities. Study the results of new methods by interviews with the students. Come to the conclusion that, making students to experience mathematical thinking, mathematics spiritual charm, but also can promote students’ mathematical knowledge effectively construct by history of mathematics embedding into the mathematics classroom; guiding students to take the initiative to learn to solve problems using mathematical methods, changing the status quo of students only could and always do the questions have no meaning by introduce the relationship of inequation and daily life, science and technology, and mathematics with other sciences.