Investigation And Case Analysis On The Infiltration Of Mathematical Culture In High School Mathematics Teaching

Since entering the 21st century,with the launch of a new round of curriculum reform,subject core literacy has gradually become a hot topic in the education community.In the core literacy of mathematics subjects,“mathematical culture” is a crucial part of it.Because mathematical culture can not only improve our mathematical literacy,but also cultivate sentiment and improve our cultural accomplishment.In recent years,research works on mathematical culture bring forth new ideas.Many new and excellent theoretical achievements have been continuously published,setting off a wave of research on mathematical culture.This paper starts with the infiltration of mathematical culture in senior high school mathematics teaching,and conducts a series of theoretical studies to provide some theoretical guidance for senior high school mathematics teaching.This study selected some teachers and students from a senior high school in Yan’an City,using the “General High School Curriculum Standards(2017 Edition)”as a model,based on the analysis of the “People’s Education Edition High School Mathematics Textbook(2019 Edition)”,to investigate the penetration of mathematical culture in high school mathematics teaching:Firstly,this article clarifies the research background,current research status at home and abroad,research significance,research content,and relevant theoretical basis.Secondly,through teacher interviews and the recovery of student questionnaires,data are obtained,processed,and analyzed to draw relevant conclusions.Then,through case analysis,practical teaching examples are provided to further provide theoretical support and personal suggestions for teachers to infiltrate mathematical culture in the classroom.Finally,based on my own experience in actual teaching and communication with excellent teachers,summarize the above content and demonstrate the necessity and feasibility of imparting mathematical culture.