A Case Study Of The Integration Of Mathematics Culture Into Mathematics Teaching In Secondary Vocational Schools

According to the curriculum standard of middle vocational school,mathematics is an important component of human culture,and it is also a basic quality of the citizens.From the research material at home and abroad,more and more scholars and teachers have realized the status,function and value of mathematical culture in classroom teaching.Although being acknowledged that “mathematics is a kind of culture”,the implementation in class is still restricted by many factors,such as students and teachers,etc.Therefore,it is of great significance to penetrate mathematical culture in middle vocational school.On the basis of reading a large number of research materials,this paper analyzes and summarizes the current situation of mathematical culture at home and abroad,and gives the connotation and extension of mathematical culture.In order to understand the infiltration of mathematical culture in mathematics teaching in secondary vocational schools,a questionnaire survey was conducted among students in several secondary vocational colleges in Tianjin,and interviews were made with individual teachers.In the questionnaire survey,we use spss23.0 software to sort out and analyze the questionnaire,and find some problems:(1)Students have low interest in mathematics learning and think that professional courses are their main direction of study.Students are lack of motivation to learn mathematics culture,and their understanding of mathematical culture knowledge is superficial and not comprehensive enough.(2)The channel for students to obtain mathematical culture is relatively single,mainly based on book content and teacher's biography,lacking the autonomy to acquire and explore mathematical culture knowledge.(3)The way of teachers infiltrating mathematics culture is relatively simple.Most of the time,teachers mainly teach the history of mathematics in new courses,but lack of other forms of mathematical culture.(4)Teachers lack of mathematical culture knowledge.(5)Teachers are bound by the existing teaching mode,which reduces the penetration of mathematical culture in classroom teaching.(6)Teachers themselves are lack of awareness of the infiltration of mathematical culture into classroom teaching.(7)Schools rarely build a platform for learning mathematical culture,and there are also shortcomings in teacher training.According to the results of the survey,we find out the reasons that affect the infiltration of mathematical culture into the classroom,and then put forward the strategies of infiltration of mathematical culture teaching combined with the reasons:(1)to connect with the professional knowledge of the subject,broaden the path of mathematical culture infiltration.(2)It is connected with the history of mathematics development to deepen the understanding of the essence of mathematical knowledge.(3)Pay attention to the value of the use of mathematical knowledge mining,experience the extensive connection between mathematics and life.(4)Pay attention to the refinement of mathematical thinking and methods,and improve the ability to appreciate the beauty of mathematics.Then,combined with the teaching cases of mathematical culture,some suggestions on how to carry out the teaching of mathematical culture are given.