Investigation And Research On The Status Quo Of High School Mathematics Teaching Situation Creation From The Perspective Of Mathematics Culture

In recent years,the words of mathematics culture are widely used,it indicates that people are more willing to pay attention to mathematics from the view of culture,to emphasize the value of mathematics.In The Mathematics Curriculum Standards of High School(The experimental edition)(referred to as the "new curriculum"),it has clearly proposed a basic philosophy of reflecting the cultural value of mathematics.At the same time,it also has proposed that teachers should pay attention to create circumstances,start from a specific example,show the developing process of mathematical knowledge,so that students can find problems.introduce a problem and go through the discovery and creation of mathematics.This proposition emphasizes the importance of creating circumstances.The teaching method of "problem--situation" has been recognized and widely used by a large number of mathematics teachers in high school.How do mathematics teachers from high school create the mathematics circumstances better?Whether mathematics culture can combine with creating mathematics and integrate into class,so that students can feel the charm of mathematics and improve their mathematical literacy?Based on the requirements of the new curriculum,in the thesis we take the mathematical culture using questionnaires and interviews as the breakthrough point to investigate the following questions:The cognitive situation whose mathematics teachers from high school create the situation from the perspective of mathematical culture;How often do the mathematics teachers from high school use mathematics culture to create circumstances;Thesituation of students’ mathematics view and mathematics culture view.The main conclusion:Most teachers have a certain understanding of mathematics culture,but it is not enough,teachers need to improve their own mathematical literacy;The vast majority of teachers can pay more attention to create circumstances,but it is not often from the perspective of mathematical culture,at the same time,teachers need to focus on the process of contextualization;Most teachers lack the ability to combine mathematical knowledge,mathematical culture and the creation of circumstances,and lack of theoretical guidance;To solve the outstanding problems,some appropriate suggestions and cases have been given in the thesis.