The Application Of Mathematical Culture In Senior High School Function Teaching

In recent years,mathematical culture has become one of the hottest topics in high school education.The Chinese Journal of Basic Education,published by the RUC Press and Information Center,mentioned "mathematical culture" as a key word in their research and prospects for the mathematics subject in 2022-2023.The 2017 revised version of the However,there has not been much research on how to integrate mathematical culture into mathematics classroom teaching.This paper aims to study the theory of mathematical culture,provide strategies for integrating mathematical culture into function teaching,and design two teaching cases applicable to functions.It hopes to provide some practical references for mathematics teachers.This paper uses literature research,case analysis,questionnaire surveys,and interviews to combine theory with practice.In terms of theoretical research,this paper clarifies the concept and connotation of mathematical culture and summarises the principles and basic elements of mathematics culture research,as well as proposes a strategy for integrating mathematical culture into function teaching.In terms of practical research,this paper uses student questionnaires and teacher interviews to understand the current status and problems of using mathematical culture in function teaching.Two lessons from the second year of high school,including the sums of arithmetic sequences and the instantaneous rate of change,were designed as examples of function teaching cases.According to the content of theoretical research,the teaching design of these two classes was carried out,and the teaching practice was carried out in a high school in Yangzhou.Student interviews were conducted to evaluate the effectiveness of the teaching activities.The results of this study are as follows:1.The key elements of mathematical culture include mathematical history,mathematical thought and methods,mathematical applications,mathematical beauty,and mathematical language.2.The teaching strategy for integrating mathematical culture into function teaching includes reproducing relevant mathematical history in problem situations,encouraging students to think like mathematicians and experience the development of mathematical knowledge;infusing mathematical thought into activities and encouraging students to understand the connotation of mathematical thought;expanding on the application of mathematical knowledge,establishing interdisciplinary connections,and helping students appreciate the value of mathematical knowledge;reflecting on the language and beauty of mathematics,drawing attention to the uniqueness of mathematical language,and appreciating the beauty of mathematics to change students’ attitudes and comprehension towards learning mathematics.3.Two practice examples for function teaching were designed and implemented,and the interview results showed that integrating mathematical culture into the classroom had a positive impact on student learning.However,there is still room for improvement in the teaching design.