A Case Study Of Mathematical Culture Combined With Junior High School Mathematics Teaching

The compulsory education mathematics curriculum standard,published in the year 2011.Not only can popularizing mathematics culture expand students' knowledge,and stimulate their interests in mathematics,but also this one who can cultivate the logical and mathematical thinking of students.The combination between mathematics culture,and the mathematics classroom of junior middle school benefits the teaching interaction between teachers and students,and this way can provide a new entry point for teachers to improve their teaching level.However,it is noticeable that at present,a considerable number of teachers attach too much importance into the practicability of mathematics in mathematics classroom,and they take the middle school entrance examination or college entrance examination as the teaching standard,which ignores the importance of mathematics culture to a great extent.According to the present situation of classroom teaching in junior middle school mathematics,the purpose of this paper is to achieve two expectations through relevant investigation and research: first of all,the most direct embodiment of mathematics culture is the process of class,so that students should feel the most essential charm of mathematics,let the majority of students establish a correct view of mathematics,and improve their mathematical accomplishment;Secondly,we are committed to linking "culture" with "knowledge",and how to link mathematics culture to junior middle school mathematics curriculum flexibly.Based on the present situation,and syllabus in junior middle school mathematics classroom,in this paper determines the goal and significance of this article.What's more,through the questionnaire survey of junior middle school teachers and students,this paper tends to find out the difficulties encountered by mathematics culture in permeating mathematics classroom at the present stage.For this one,therefore,the author has studied the relevant mathematics teaching cases to find solutions to the problem,so as to provide reference suggestions for how to effectively practice mathematics culture in front-line classroom teaching.This paper is divided into six chapters.The first one is the introduction of the background,objectives and methods of the study.The second chapter describes the theoretical basis and significance as referred,and describes the necessity of integrating mathematics culture into teaching from many aspects.The third chapter puts forward the principles and strategies that should be followed in the process of mathematics culture infiltration teaching.In the fourth chapter,the literature review is carried out,and the corresponding opinions on mathematical culture are summarized through the previous research on mathematical culture.The fifth chapter focus on the investigation and research on the present situation of junior middle school mathematics classroom in order to clarify the problems and their causes in the process of mathematics culture permeating junior middle school teaching.Additionally,this chapter tend to analyze the teaching cases of permeating mathematics culture in junior middle school mathematics teaching according to the problems in the investigation report and the characteristics of mathematics culture at the present stage.The sixth chapter is the insufficient reflection and available solutions in the future.