Mathematical culture is inseparable from the history of mathematics. Every nation has its own culture, so there must be mathematics belonging to this culture. China's traditional mathematics has brilliant achievements and excellent traditions. In daily teaching, I introduce famous figures of mathematical culture, so that students can understand the nationality and world of mathematical culture. For example, when I was studying the power of scores in the first grade of junior high school, I told my students about the contention in the Warring States period, "One foot pestle, half a day, is inexhaustible." Mohist school disagreed with the proposition of "pestle one foot" and put forward the proposition of "non-half" to refute: if a line segment is divided in half indefinitely, there will be a "non-half" that cannot be divided again. Another example is to introduce the Nine Chapters Arithmetic to students, which was founded in the feudal society of the Warring States, Qin and Han Dynasties, and spread to Korea and Japan during the Sui and Tang Dynasties, becoming the mathematics textbooks of these countries at that time. As far as its mathematical achievements are concerned, it can be called a world famous mathematical work. Another example is the study of irrational numbers in the second grade. By introducing Liu Hui's comments in Zu Chongzhi's Nine Chapters of Arithmetic, traditional mathematics has made great progress. He calculated the pi between 3.1415926 ~ 3.1415927. Zu Chongzhi's work made China lead the west in the calculation of pi for about one thousand years. Cultivate students' national pride.

Ancient mathematics in China mostly appeared in the form of "management mathematics", aiming at the actual goals of national management, such as measuring fields, building water conservancy projects, distributing labor, calculating taxes and transporting grain. Therefore, from the cultural point of view, China mathematics can be said to be "management mathematics" and "carpenter mathematics", and its existence form is official documents. We pay full attention to the practicality and algorithm tradition in China's traditional mathematics, and at the same time, we should absorb all the beneficial mathematical cultural creations of human beings, including the cultural traditions of ancient Greece. As math teachers in the 2 1 century, we must integrate China's traditional culture into the world's math culture, and organically combine the nationality with the world, which is what our daily math teaching should do.

Second, reveal the cultural connotation of mathematics in mathematics teaching

The concept of "Mathematics = Logic" often exists in China's mathematics education circle. Mathematics teaching sometimes becomes an empty problem-solving training. There is a trend of over-specialization and over-emphasis on abstraction in mathematical research, while ignoring the application of mathematics and its connection with other fields, and striving to show mathematical culture in many aspects.

1, Mathematics and Chinese. Mathematics and China people's thinking methods are often interlinked. For example, in Su Shi's poem, "From the side of the ridge, the heights are different", that is, the middle school textbooks look at objects from different directions, and the front view, left view and top view are different. Another example: the Chinese idiom "seven up and eight down" corresponds to a score of 7/8 in mathematics. "Axisymmetric graphics" in junior middle school mathematics and "duality" in Chinese are also inevitably related.

Math and idiom stories: For example, the rabbit race can draw an image of a proportional function and a piecewise linear function in the same plane rectangular coordinate system, and tell stories through this image, which students like very much and improve the enthusiasm of learning functions.

2. Mathematics and language. Language is the carrier and shell of culture. A cultural expression of mathematics is to integrate mathematics into language. "Willy-nilly" involves multiplication, and "three times two divided by five will solve it" is a abacus formula. For example, familiar words such as "a hundred shots are successful", which are interpreted as 100% "life track", are expressions of mathematical culture.

3. Mathematics and physics. Among all subjects, physics and mathematics are the closest, and they promote each other. The ultimate goal of mankind is to study nature. Many new mathematical tools are difficult for human beings to solve in the process of studying nature, so they come up with a brand-new mathematical tool different from previous mathematical tools to study and analyze new problems. For example, trigonometric functions and many plane geometries were invented when measuring and dividing land, while logarithm and calculus were invented when studying the motion of astrophysics. The invention of these tools greatly simplified and even solved the previously impossible problems. Let human beings better understand nature. Therefore, as math teachers, we let students know that there is an inevitable connection between mathematics and physics in science from an early age, so that students can learn mathematics well and lay a solid foundation for studying natural science when they grow up.

Thirdly, the teaching strategy of infiltrating mathematical culture.

1, change book mathematics into life mathematics. "Mathematics Curriculum Standard" puts forward that "mathematics teaching should be closely linked with students' real life, starting from students' life experience and existing knowledge" and "everyone should learn valuable mathematics". Only in this way can we stimulate students' interest and motivation in learning and deepen their experience of mathematics around them. For example, when senior one asks students to calculate the absolute values of |3| and |-3|, I don't want students to memorize that "the absolute value of a positive number is itself, and the absolute value of a negative number is its inverse", but that the bus fare is only related to the distance, not the direction, so that students can understand that the absolute value has nothing to do with the direction and represents the distance from the origin.

2. Change "teaching materials" into "teaching with teaching materials". Mathematics textbooks are an important basis for teachers to carry out classroom teaching, but they are definitely not the only basis. There is not much room for choosing textbooks anywhere, and the actual situation of students varies greatly from place to place. This requires us to use textbooks creatively in teaching, based on students' reality, considering students' development and needs, not for teaching students with textbooks, but for students to make good use of textbooks, so that textbooks can truly become "learning materials" conducive to students' independent thinking, independent exploration and cooperative exchanges. For example, when teaching the meaning of percentage, I ask students to collect percentage materials themselves. Some students bring milk, some paper towels, some drinks and some clothes with labels, so that students can understand the meaning of percentage in their own language.

3. Change passive training into independent inquiry. The way of learning mathematics should not be a single, boring and passive way of listening and practicing, but a dynamic course. For example, when teaching the nature of similar triangles, I asked a four-person team to make a pinhole imaging device, and then measured the object height, image height and related distance. Through calculation, observation and comparison, I come to the conclusion that the ratio of heights corresponding to similar triangles is equal to the similarity ratio. This kind of exploration cultivates students' spirit of mutual assistance and cooperation and their ability to communicate with each other, and also lays the foundation for the formation of independent inquiry learning habits. In the whole teaching process, students' activities are vivid, active and personalized, which fully embodies the teaching concept that "hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics", and teachers really play the role of organization, guidance and cooperation.

Of course, there are many teaching strategies to infiltrate mathematics culture. Every mathematics teacher in the front line of teaching should not only explore, but also find suitable methods and strategies.

In short, when the charm of mathematical culture really permeates the teaching materials, reaches the classroom and is integrated into the teaching, the mathematical teaching of mathematical culture will let students further understand, like and love mathematics through the cultural level.