A Study On The Design Of High School Mathematics Teaching Integrated With "Mathematical Culture"

Mathematics teaching carries the function of carrying out the fundamental task of morality education and developing quality education.High school mathematics curriculum should be based on the development of students,improve students’mathematical competence,promote the development of students’ thinking ability,practical ability and innovation awareness,and help students form a correct outlook on life,values and the world.Mathematics Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision)incorporates Mathematics Culture into curriculum structure and gives a clearly definition of Mathematics Culture.Mathematical culture involves a wide range,including the history of mathematics,mathematics beauty,mathematics and life,mathematics thinking and methods,mathematics application,mathematics language and other aspects of the content.Integrating Mathematical Culture into high school mathematics teaching can not only improve students’ abilities in all aspects,but also better train students to become builders and successors of Socialism.This paper mainly adopts literature research method,questionnaire survey method and interview method.First,questionnaire survey and interview were conducted to investigate the current situation and influence of Mathematical Culture into high school mathematics teaching.Then,the theories related to Mathematical teaching were sort out.The case study was designed and implemented based on the current situation and theories.The study attempts to arouse students’ interest in learning mathematics and to provide implications into the teaching of mathematics in high school.After research,this paper draws the following conclusions:(1)Through the analysis of the Mathematical Culture in high school mathematics,it can be seen that Mathematical Culture is not only reflected in the curriculum standards,but also has been implemented in the textbooks and test of the college entrance examination.This shows the importance of Mathematical Culture and the necessity of integrating Mathematical Culture into high school mathematics teaching.(2)The questionnaire survey of high school students and the interview with high school mathematics teachers revealed two main findings.On the one hand,the current situation of integrating Mathematical Culture into high school mathematics teaching,students’ understanding of Mathematical Culture and their positive attitude towards integrating Mathematical Culture in class were clarified.On the other hand,a general understanding of high school mathematics teachers’ literacy of Mathematical Cultural and the difficulties and suggestions of integrating Mathematical Culture into high school mathematics teaching Based on these findings,this paper provides the basis for the subsequent instructional design and strategies.(3)Taking the function theme as an example,the case design incorporating Mathematical Culture is carried out.This paper explores how to integrate Mathematics Culture into high school mathematics teaching without affecting regular teaching,and how to implement Mathematics Culture into the high school mathematics teaching so as to provide implications for high school mathematics teachers.(4)The teaching design strategies for integrating Mathematics Culture into high school mathematics given from the perspective of teachers and teaching respectively.