Mathematical Culture And Stimulate And Cultivate Interest In Mathematics Of Junior Middle School Students

Mathematics educators and front-line teachers are always focus on the study ofmathematics learning interest. But now the mathematical study situation is not optimistic, inthe eyes of middle school students, the mathematics is a strict mathematical proofmathematics and mathematical calculation, students feel boring, gradually getting bored withmathematics, exclude mathematics. So how to stimulate students’ interest in learningmathematics is a question worth thinking deeply. Mathematics learning is mainly reflected inthe teaching of mathematics, mathematics teaching on the mathematics classroom to show. Ifbased on mathematical culture under the background of mathematics teaching, excavatehistory textbook knowledge of mathematics, mathematical beauty, mathematical applicationof knowledge and strategic knowledge in mathematics classroom, either to make the classinteresting and easy to understand, and it helps stimulate the interest of students to learnmathematics, and also can promote students’ understanding of mathematics and mathematicalculture.In this paper, teaching background in mathematics culture, how to stimulate students’interest in learning mathematics. Therefore, the current domestic and foreign culture andnurture junior high school mathematics interest in learning mathematics research, combinedwith the author’s teaching experience, Hainan Province, a county town for the preparation ofjunior high school students’ interest in learning mathematics questionnaire. Survey shows thatmost students think mathematics classroom is boring, no joy of learning, as well as studentsthink math useless, abandon their studies. The main findings from the author for thecommunity, students and teachers themselves three aspects analyzed the reasons and made aspecific interpretation.According to the survey analysis, I propose mathematical culture into the classroom tostimulate student interest in learning teaching methods and models, namely how to introducein the mathematics classroom, the penetration of mathematical culture education, so thatstudents appreciate the fun of learning mathematics, which ignited on interest in mathematics.When I explained this teaching strategy combines the appropriate case to illustrate theteaching of mathematics culture into specific operational details of classroom teaching and the teaching methods and models such applications to their teaching practice have been tested.Research shows that students are interested in the integration of mathematical culture, makemathematics classroom atmosphere active, more students involved, teaching better. Finally,summarize reflection, in secondary school mathematics teaching should be combined withbasic knowledge of mathematics and mathematical culture, the only way students can reallylearn math, and learn it well.