Research On The Integration Of Mathematics Culture Into High School Mathematics Teaching Design

Mathematical culture is an important way to promote the cultivation and development of students’ core literacy,which helps students to enhance their interest in mathematics learning,establish a correct and positive outlook on mathematics,and lay a solid foundation for promoting students’ life-long learning.However,the integration of mathematics culture into teaching in schools in the Tuan Chang area is not ideal.On the one hand,teachers have insufficient understanding of mathematics culture,and do not know much about the connotation of mathematics culture;Relying on the current situation of the integration of mathematics culture into high school mathematics teaching in the seventh division X middle school,this research analyzes the existing problems,puts forward relevant strategies,and forms a teaching design case.The specific contents are as follows:The first chapter expounds the research background,research purpose and significance,research process and method of this research,sorts out the relevant literature through the literature research method,and finds out the achievements and areas for improvement in the current research related to mathematics culture.And take constructivist learning theory,Freidenthal’s mathematics education theory and historical similarity principle as the theoretical basis of this study.The second chapter,based on the relevant theories of mathematics culture,investigates the current situation of the integration of mathematics culture into mathematics teaching in the seventh division X middle school by means of questionnaires,interviews,and other research methods.It is found from the survey that both teachers and students affirm the value of mathematics culture,but there are still problems that students do not know much about mathematics culture,teachers have insufficient understanding of mathematics culture,and teachers have insufficient grasp of teaching design based on mathematics culture.The third chapter,combined with the problems found in the survey and the relevant theoretical basis,puts forward the strategy of integrating mathematics culture into high school mathematics teaching from the perspectives of students,teachers,and instructional design: mathematics culture infiltrates students’ mathematics learning process,develops teachers’ mathematical culture literacy,improves mathematics culture Teachers’ mathematical culture teaching design ability.The fourth chapter puts forward the process of integrating mathematics culture into high school mathematics teaching design and combines the strategies of integrating mathematics culture into high school mathematics teaching to carry out teaching design related to "the concept of derivatives" and "the geometric meaning of derivatives",to use complete cases for front-line teachers to integrate mathematics.The integration of culture into teaching design provides reference and reference.The fifth chapter is the overall conclusion and reflection of this research.This research takes ordinary high school students and teachers in the Tuan Chang area as the research object,and starts from the relevant theories of teaching design,and explores the integration of mathematics culture into high school mathematics teaching design.This research provides a certain theoretical basis and methodological guidance for the integration of mathematics culture into high school mathematics teaching design and helps front-line teachers to better integrate mathematics culture into teaching design and classroom teaching,to achieve the integration of mathematics culture and mathematics teaching.