The Penetration Of Mathematics Culture In The Math Teaching In High School

With the implementation of quality education, mass education and new curriculum reform,education for all-round development has become the consensus of the whole society. Traditional educationthat emphasizes too much on imparting knowledge of mathematics and simply focuses on the logicalreasoning ability needs to be changed and mathematics as a instrument for a lifelong learning needs toreflect its humanistic value. Therefore, mathematics educators began to think deeply the humancharacteristics in mathematics, setting off a wave of mathematical culture research.Connotation of mathematics culture has been gradually expanded from the initial history ofmathematics, philosophy of mathematics thought into the various aspects of mathematics, such asaesthetics, language, and educational function, and mathematical culture is also increasingly apparent.From the point of mathematical culture penetrating in the teaching, combined with previous studies, thethesis firstly introduces the research background of mathematical culture, then analyzes the value andfinally gives a teaching example. In the end, put forward its own on the middle school mathematicseducation of fantasy and hope.However, due to a wide range of mathematical culture, it is not easy to master for teachers andvery hard to implement and moreover has certain hysteresis effect, which is the difficulties of thepromotion of mathematical culture. From the aspects of mathematical culture connotation, this paperclarifies the way of penetration of mathematical culture in the high school mathematics teaching:Introducing mathematical anecdote can stimulate students’ interest in learning mathematics; Introducing thedevelopment of the history of mathematics can help students better understand the origin of knowledge;close relations between mathematics and other subjects and social life can reflect the basis of mathematicsand extensive value of application; Master of mathematics thinking methods can provide students withbroader ideas of handling problems. So far, mathematical culture has been accepted by more and moreteachers and students.Of couse, any reform is simply not an overnight process. Mathematical culture should bereflected in the teaching process and it needs a majority of teachers to attempt boldly and improve patiently.