Research On The Infiltration Of Mathematics Culture In Mathematics Teaching In Senior High School

With the deepening and implementation of mathematics education curriculum reform,the field of education research has paid more and more attention to mathematics culture.Traditional mathematics teaching focuses on imparting systematic knowledge,but does not pay attention to the cultural value of mathematics.The infiltration of mathematics culture is not only necessary for the reform of mathematics curriculum education,but also an effective way to comprehensively improve students' mathematics literacy.For teachers,the implementation of teaching guided by mathematical culture is an important way for teachers to constantly improve themselves and improve the quality of teaching.Based on this,this paper mainly takes sequence teaching as an example to explore the infiltration of mathematical culture in high school mathematics teaching.First of all,the introduction introduces the research background,research purpose and significance,defines the core concept of the article,and introduces the main research methods:literature analysis,questionnaire survey,case study.Secondly,through consulting the relevant literature,we can understand the research status of mathematical culture at home and abroad,and based on this,we can make a literature review.Then,we can elaborate the value embodiment of mathematical culture from two aspects of psychological theory and mathematical education theory,and further reveal the value concept of mathematical culture from the theoretical perspective.Thirdly,in order to further explore the infiltration of mathematical culture in sequence teaching,this paper discusses the embodiment of mathematical culture in the history of sequence development and sequence teaching,presents the mathematical cultural heritage contained in the history of sequence development,and reveals the mathematical cultural background in the sequence chapters of teaching materials and the sequence proposition of college entrance examination.On this basis,a questionnaire survey is conducted on the current situation of the infiltration of mathematical culture in high school number sequence teaching.After statistical analysis of the survey data,the following conclusions are drawn:most teachers have a positive attitude towards the infiltration of mathematical culture in high school mathematics teaching,Most teachers are sure that the infiltration of mathematical culture has a positive impact on the implementation of classroom teaching and the development of students.In terms of the current situation of the infiltration of mathematical culture in sequence teaching,most teachers will infiltrate mathematical culture to a certain extent,but lack of systematic mathematical culture teaching.The main factors that affect the infiltration of mathematical culture in sequence teaching are as follows: 1.Based on the traditional teaching ideas,it is believed that students should focus on mastering problem-solving methods and do not need to improve their mathematical cultural literacy;2.The class hours are tense and there is no time to expand the knowledge of mathematical culture;3.The college entrance examination system,social needs and other external environmental factors;4.The reserve of teachers' mathematical culture knowledge is limited.Combined with the results of the questionnaire survey,this paper puts forward the infiltration strategies of mathematical culture in mathematics teaching: 1.Infiltrate mathematical thought and construct knowledge system;2.To treat the influence of environmental factors reasonably;3.Improve teachers' mathematical literacy;4.Pay attention to the teaching of mathematics history.Based on the above research,design the corresponding teaching cases and make comments.Finally,summarizes and reflects on the article,and analyzes the shortcomings of this study.It is expected to provide reference for teachers to implement mathematics culture oriented teaching and promote students' individual self-worth and all-round development.