Mathematics paper sample reference
Mathematics paper sample reference. When it comes to papers, I believe everyone is familiar with them. They have come into contact with some papers more or less in life. Many times the papers are Writing is not easy. To write a paper, you need to refer to a lot of literature. Next, I will share with you a reference for a sample mathematics paper. Mathematics paper sample reference 1
Paper title: Cultivating students’ autonomous learning abilities to improve the effectiveness of primary school mathematics classroom teaching
Abstract: Under the guidance of the new curriculum concept, The primary school mathematics classroom presents a new and challenging atmosphere full of educational opportunities. With the emphasis on the all-round development of primary school students, the cultivation of primary school students' independent learning ability, communication and cooperation ability and innovative thinking ability has become an educational focus, which requires teachers to have teaching skills. With wisdom and an in-depth understanding of students, only in such an educational atmosphere can we cultivate students' creative imagination, creative and exploratory thinking, enhance intellectual experience in the process of independent learning, and create the best Classroom effect.
Keywords: independent learning ability; innovative thinking; primary school mathematics
Under the new educational concept, the educational perspective has changed from the original "I want to learn" to "learn to learn". In the process of cultivating primary school students' abilities, teachers pay attention to the cultivation of primary school students' comprehensive qualities, including independent learning ability and innovative thinking ability, so that the primary school mathematics teaching classroom shows an active participatory learning process, and the mathematics classroom is revealed under the students' subjective behavior. The light of wisdom requires teachers to adopt methods and strategies suitable for primary school students in the teaching process, focus on the students' learning process rather than the results of learning, give play to primary school students' nature of independent exploration and free discovery, and promote students' healthy and comprehensive development .
1. Current situation and reflection on primary school mathematics teaching
Due to their age characteristics and personality characteristics, primary school students show a strong curiosity and interest in new and vivid things, and they are mostly Most primary school students have a strong desire for knowledge, self-esteem and competitiveness. During the teaching process, teachers should cultivate students' independent learning abilities according to their age characteristics and personalities. However, there are still some deficiencies in primary school mathematics teaching that we need to reflect on.
(1) Too many situations are introduced in situational teaching and the teaching objectives are lost.
Some mathematics teachers use situations too much when introducing them into the classroom, which distracts the primary school students’ learning ability. attention. For example, during the introduction of the class, the teacher had a sudden idea to use "Pleasant Goat and Big Big Wolf" as the introduction situation of the class. The students opened their eyes wide, pricked up their ears, and started imagining a battle of wits and courage, but they forgot that the teacher was teaching a mathematics class. . Another example: In the mathematical calculation of "Addition, Subtraction and Mixing" in the first grade, the teacher wanted to use "Spring Outing" as a situation to introduce into the mathematics class. However, when using the situation, he introduced too much scenery, causing students to indulge in the imagination of the scenery and deviate. The teaching objectives of mathematics classroom have been lost and the purpose of mathematics teaching has been lost.
(2) Adult imagination lacks novel appeal to primary school students
When mathematics teachers create classroom situations, they use adult eyes and perspectives to imagine and ignore Without children's interest and innocent eyes, the simple situation creation is bland and lacks challenge. For example: In the lesson "The Multiplication Table of 7" in primary school mathematics teaching, the teacher uses "how many days in a week" to introduce the problem-type classroom. This lacks novelty for students, and they also lack memory for the multiplication table.
(3) The weakening and lack of “mathematical flavor” in classroom teaching
In primary school mathematics teaching classes, teachers use various situational creations to introduce them into teaching, but fail to introduce them in a timely manner. The introduction of situations into the learning of mathematical knowledge weakens the "mathematical flavor" that the mathematics subject should have and reduces students' interest in autonomous learning. For example: in the teaching of mathematical knowledge in "Statistics", the teacher uses group teaching to allow students to discuss and record, but the students stay in the discussion of weight comparisons among group members and do not really enter into the knowledge of mathematical statistics. of learning.
2. The concept and importance of autonomous learning
In the teaching of primary school mathematics, students must realize student-centered learning through active creative activities under the guidance of teachers. The healthy development of the subject.
Students can learn independently and selectively through a variety of channels and means, and creatively integrate and internalize the knowledge they have learned, so as to achieve the level of independent learning ability. The importance of independent learning for primary school students is mainly reflected in the following aspects.
(1) Improve the quality of mathematical knowledge absorption
The independent learning method is a proactive method and a way for primary school students to cultivate independent habits. It is the premise of stimulating the desire for knowledge. Next, it is transformed into the internal drive for cognition, stimulates the intrinsic motivation for learning, and internalizes it into learning habits, truly improving the initiative in absorbing mathematical knowledge.
(2) Laying the foundation for subsequent learning of mathematical knowledge
The primary school stage is the initial stage of learning mathematical knowledge. During this critical stage, students’ independent learning habits must be cultivated. , use their spontaneous interest in mathematical learning and the ability of independent discovery to master strategies for learning mathematical knowledge, laying the foundation for subsequent higher-level learning of mathematics.
(3) Cultivation of independent discovery and independent learning abilities
Most primary school students have curious eyes. They are curious about the world around them and have the ability to discover independently. In this process, the more the ability of independent discovery is explored, the stronger the students' ability to learn independently, and the habit of independent learning will easily lead to knowledge transfer.
3. Primary school mathematics classroom teaching strategies for autonomous learning
The autonomous learning classroom teaching of primary school mathematics gives full play to students’ subjectivity, and uses students’ independent inquiry and practical abilities and For the purpose of innovative thinking ability, in a good teaching atmosphere and an environment of independent participation, various forms of independent learning can be achieved, mathematical knowledge can be acquired in different activities, and the general rules and learning methods of primary school mathematics knowledge can be mastered.
(1) Effective introduction of mathematics classroom to stimulate students’ independent participation
Appropriate and effective introduction of mathematical situations is an effective method and approach to conduct efficient mathematics classroom. It must be carried out in the classroom Create a good atmosphere during the introduction process, and stimulate students' independent learning process of mathematical knowledge in a relaxed, pleasant and intelligent way. The specific methods are as follows.
1. Use life as the teaching context to transfer mathematical knowledge. Life is traceless, and life is the most profound experience for students, and "mathematics in life" and "life in mathematics" are closely connected and closely related. Students perceive the importance of mathematics in their life experience. Value, you can feel the mystery of mathematics through immersive experience. The higher the degree of life of mathematics situations, the easier it is for students to activate their inner life experience, and the deeper their mastery of mathematics knowledge will be. For example: In the "Understanding of RMB" teaching, students are asked to group up to purchase RMB, put different price tags on different items, and then let the students in the groups conduct purchase scenarios for fake RMB with different denominations, so that students can Experience the transformation of numbers during the purchase process. [1]
2. Use games as a teaching context to stimulate students’ awareness of autonomous participation. The game link is the link where primary school students are most willing to participate and interact. Mathematics teaching can appropriately introduce game links to enable primary school students to enhance their interest in learning mathematical knowledge and feel the successful experience of mathematical exploration. For example: in addition exercises within 50 in primary schools, instead of simply asking students to add numbers, the game "Postman Delivers Letters" can be used to increase students' learning autonomy. Teachers can prepare in advance the numbers marked with different two-digit numbers. mailboxes, and prepare envelopes with different addition exercises. Select several students to be "delivery postmen" and match these envelopes with the mailboxes. Students master mathematical knowledge in the rush to choose. It is like an invisible magnet, deeply rooted in It attracts the attention of primary school students' mathematical knowledge and enhances their interest and initiative.
3. Use stories to guide students in autonomous learning. Primary school students love stories, so stories can be used in teaching to increase the interest of mathematics, guide students to use creative thinking and imagination, and conduct independent learning. For example: In the teaching of "Numbers within 10" in first-grade mathematics, in order to allow students to establish the learning of related concepts of numbers, stories can be introduced for visual learning: In the digital kingdom of 0~9, the number 9 finds itself It was the biggest, so it was very arrogant and proud. It said to the other numbers: "You are all little ones, smaller than me, so you all have to listen to me."
"In order to eliminate its arrogance, the other numbers agreed to make the numbers 1 and 0 form a new two-digit number. After seeing the number 9, he lowered his head and realized his mistake, so he was no longer arrogant. , and became good friends with everyone. In the teacher's story telling, the students also developed their thinking and imagination about numbers, realized the meaning of cardinal numbers and ordinal numbers within 10, and carried out independent cognitive learning [2] Mathematics. Paper sample reference 2
As a public course in engineering universities, advanced mathematics plays an important role in cultivating students' thinking training and training mathematical thinking after entering the new century. People are paying more and more attention to the idea of ??quality education. If traditional education and teaching methods are still used, students will lose their enthusiasm and interest in learning advanced mathematics. Mathematical modeling based on current educational technology bridges the gap between practical problems and theory. A bridge of communication. In the actual teaching process, advanced mathematics teachers start with after-class experiments, integrate mathematical modeling ideas into advanced mathematics teaching, and use mathematical modeling to solve practical problems.
1. Advanced mathematics. The Current Situation of Teaching
(1) Obsolete Teaching Concepts
As far as the current education and teaching of higher mathematics is concerned, higher mathematics teachers are too concerned about students’ computing ability, thinking ability and logical thinking ability. Attention is paid to all teaching activities based on textbooks. As a dynamic and novel subject, due to backward educational concepts and ideas, there are no application examples interspersed in classroom teaching. Students do not know how to use it when working. Problems cannot be solved and work efficiency cannot be further improved. Not only that, the old teaching concepts and ideas make students gradually lose interest and motivation in learning.
(2) Traditional teaching methods
The excellence of teaching methods plays an important role in students' learning process, and also directly affects students' academic performance. Generally, high-mathematics teachers teach in the order of textbooks, which means that teachers " From definition to theorem" and "from exercises to exercises", this rigid teaching method cannot create an active learning atmosphere for students, further reducing students' ability to study and think alone. This requires teachers to be committed to a harmonious classroom atmosphere Create and use novel educational and teaching methods to allow students to actively participate in learning in the classroom
2. The role of modeling in higher mathematics teaching
In the process of cultivating students' imagination, observation, discovery, analysis and problem-solving abilities, mathematical modeling plays an important role. In recent years, there have been many domestic competitions and teaching research focusing on mathematical modeling. Activities, which play an important role in improving students' interest in learning and stimulating students' enthusiasm for active learning, play a prominent role. The introduction of mathematical modeling in higher mathematics teaching can also cultivate students' qualities of not being afraid of difficulties and cultivate practicality. The work spirit plays a prominent role in coordinating students' learning knowledge and practical application abilities. Although most domestic colleges and universities offer elective courses or training courses on mathematical modeling, due to the large differences in course requirements and students' cognitive levels, the courses cannot be popularized into popular education. Nowadays, colleges and universities are actively looking for a carrier to cultivate students' overall quality, enhance students' innovative spirit and creativity, and allow students to meet society's demand for compound talents, and the best carrier is higher education. math.
Advanced mathematics is a basic course for engineering students. Due to its compulsory nature, the introduction of mathematical modeling into advanced mathematics classrooms has a wide influence. Integrating mathematical modeling ideas into higher mathematics teaching can not only restore the original appearance of mathematical knowledge, but also cultivate students' ability to apply mathematical knowledge in daily life. Mathematical modeling requires students to use mathematical language and tools in the process of simplifying, abstracting, and translating some real-world information, and to express internal connections using graphics, tables, etc., in order to improve students' expression ability. After actually learning mathematical modeling, it is necessary to test the actual information to determine whether the final result is correct. Through the exercise in this process, students can actively and objectively use mathematical methods in the process of analyzing problems, and finally Come up with the best way to solve a problem. Therefore, it is of great significance to introduce mathematical modeling ideas in higher mathematics teaching.
3. Specific measures to apply modeling ideas in higher mathematics teaching
(1) Use modeling ideas in formulas
In advanced mathematics textbooks What occupies an important position in the text is the formula, which is also one of the contents that students must master. In order to further improve the teaching effect of teachers, teachers not only need to further improve students' computing skills in the classroom, but also combine it with modeling ideas to make problem solving easier and make the classroom atmosphere more active. In order to allow students to have a more thorough understanding of the modeling ideas used in formulas, teachers should also teach with examples.
(2) How to use mathematical models when explaining exercises
The textbook examples are solved using modeling ideas. The teacher explains the use of mathematical modeling very well by explaining the examples. The problem-solving method allows students to clearly understand how to use mathematical modeling in the process of solving problems. After completing the content of each chapter, make full use of time to answer students' questions, select appropriate examples based on the students' professional knowledge and student level, complete the entire process of modeling and problem-solving, and improve students' ability to solve problems. efficiency.
(3) Organize students to actively participate in mathematical modeling competitions
Generally speaking, competitions can well exercise students' competitive awareness and independent thinking ability. This requires schools to make full use of resources and publicize widely, so that students can actively participate in competitions and exercise students' practical abilities in practice. Use mathematical modeling to solve problems in daily life, allowing students to think alone, and then realize their own shortcomings during the competition. They will also study hard, correct mistakes, and improve their abilities in the future.
IV. Conclusion
Higher mathematics mainly cultivates students’ ability to move from theoretical learning to solving practical problems. The application of modeling ideas in higher mathematics promotes students to be more knowledgeable about advanced mathematics. With full understanding, the difficulty of learning is further reduced, and the application ability and exploration ability are improved. At present, there are still some shortcomings in the introduction of modeling ideas in the process of higher education. It requires in-depth research and exploration by higher mathematics teachers in colleges and universities, and also requires good cooperation from students, so as to further improve the quality of teaching in future teaching.
References:
〔1〕 Xie Fengyan, Yang Yongyan. Integrating mathematical modeling ideas into higher mathematics teaching [J]. Journal of Qiqihar Normal College, 2014 (02): 119-120.
〔2〕 Li Wei． Exploration and practice of integrating mathematical modeling ideas into higher mathematics teaching [J]. Educational Practice and Reform, 2012 (04): 177-178, 189.
〔3〕 Yang Sixiang. A brief analysis of the penetration of mathematical modeling ideas in higher mathematics teaching [J]. Journal of Changchun Institute of Education, 2014 (30): 89, 95.
〔4〕 Liu Hecai． Integrating mathematical modeling ideas into higher mathematics teaching [J]. Journal of Guiyang University, 2013 (03): 63-65. Mathematics paper sample reference 3
A brief discussion on the communication channels of high school mathematics culture
1. Hold cultural lectures based on the history of mathematics
Mathematics history education is very important for understanding mathematics. A subject plays an important role, and the history of mathematics is not just a chronicle of mathematical achievements, because the development of mathematics is by no means smooth sailing. In more cases, it is full of hesitation, hesitation, going through difficulties and twists, and even Facing crisis; the history of mathematics is also a record of the struggle of mathematicians to overcome difficulties and overcome crises. The lectures introduce important mathematical ideas, excellent mathematical results, and relevant personnel, so that students can understand the arduous process of every step in the development of mathematics, which is helpful to cultivate Students’ perseverance, unremitting will and integrity. For example, cultural lectures are held to introduce students to “three crises in the history of mathematics”, the origin of the “Hundred Niu Theorem”, “Goldbach’s Conjecture and Progress”, “ "The Causes and Solutions of Mathematical Paradoxes", Yang Hui's Triangle and ancient Chinese mathematical achievements, the development of probability, the history of mathematical thinking methods, etc.; introduce students to some mathematics awards and famous topics in mathematics, such as the "Nobel Prize" in mathematics ——Fields Medal, Wolf Medal, Hua Luogeng Prize in Mathematics, Polya Mathematics Prize, Gauss Mathematics Prize, etc. This kind of silent education will inspire students’ personal development aspirations. In addition, it introduces the history of mathematics Major events, such as the controversy and cost caused by the generation of irrational numbers, the controversy over whether infinitesimal quantities are zero and non-zero, the controversy over Cantor's set theory, etc., inspired students to realize that persisting in academic debates is conducive to the improvement and development of scientific theories.
2. Combine the teaching content with mathematics stories
Mathematics stories are fascinating, can arouse students' certain emotions and interests, and motivate students to be positive. Teachers should pay attention to collecting and mathematics stories at ordinary times. Mathematics stories with relevant content are interspersed into classroom teaching when relevant content is mentioned. By showing students the background of mathematical knowledge, mathematical thinking methods, and the scientific spirit of mathematicians pursuing the truth, mathematical culture can be brought into the classroom without losing any opportunity. Through the stories of mathematicians, we can enlighten and motivate students, and educate students on humanistic values; in the introduction of new courses, we can learn from the development and improvement process of concepts, theorems, and formulas, interesting anecdotes of mathematical celebrities, the origin of concepts, and theorems. Discover the twists and turns in the development of mathematics in history, and provide some historical and realistic "problems" to introduce new lessons. A wonderful introduction can not only activate the classroom atmosphere, stimulate students' interest in learning, and reduce the difficulty of mathematics learning, It can also broaden students' horizons, cultivate students' all-round thinking ability and flexibility, and make mathematics a subject that is no longer boring but lively and interesting. For example, when talking about Euler's formula, introduce the legendary life of Euler , Euler’s fantastic ideas when solving this problem, especially his contribution after blindness, infected the students with the personality charm of a mathematical master; when teaching analytic geometry, he introduced the two mathematicians "Descartes and Fermat" who founded The main contribution in the course of this subject, students can learn about the historical background of the emergence of analytic geometry, the growth experience of mathematicians, feel the persistent beliefs of mathematical celebrities, and absorb the precious mathematical spirit; when talking about relevant content, introduce Hua Luogeng, The struggles and mathematical achievements of modern Chinese mathematicians such as Chen Jingrun, Su Buqing, Yang Le, Chen Shengshen, and Qiu Chengtong allow students to feel the hard work of mathematicians while stimulating national pride.
3. Solve mathematical problems with examples based on real life conditions
Mathematics as a tool subject is closely related to daily life. Mathematics teachers must take the exam
Consider the connection between mathematics and life, connect mathematics with real life, and mathematicalize a problem in life, so that the application of mathematical knowledge can be sublimated, help students obtain vital mathematical knowledge, and guide students to use Observe the world from a mathematical perspective, thereby enabling students to realize the importance and necessity of learning mathematics. Examples close to students' lives can be quoted in teaching activities, and mathematical problem situations close to students' cognitive levels and real-life situations can be created to allow students to realize Mathematics is all around us, in our lives. For example, when talking about the summation formula of a geometric sequence, you can list its application in loan house purchase; explain it in simple terms from life examples familiar to students such as "bar code" and "fingerprint". Explain the abstract mapping concept in detail, and guide students to find the mapping in life, such as keys corresponding to locks, student numbers corresponding to students, etc.; when talking about probability, list its applications in lottery; when talking about "exponential function", let students understand How archaeologists use the ratio of alloys to measure the age of bronzes; when talking about the "hyperbolic equation", we can combine the hyperbolic cooling towers in industrial production, the hyperbolic passages built in Beijing and the French landmark Eiffel Iron Tower allows students to experience the application value of hyperbolic equations; in addition, installment problems, the relationship between math scores and myopia lens power, whether bank deposits or buying insurance are more profitable, housing mortgages, stock market trend charts, price analysis tables, etc. Questions closely related to people's lives. Through the answers to these questions, students can feel that mathematics is useful. It comes from life and is used in life. They can learn to look at problems in life with a mathematical perspective and analyze life with a mathematical mind.
Fourth, combine with other disciplines to share the essence of culture
The development of science and technology has ushered in the mutual penetration, crossover and integration of various disciplines, especially in contemporary times, mathematics The influence of mathematics has spread to all fields of human activities. Mathematics teachers should pay attention to the connection between mathematics and other subjects. In teaching activities, they should strive to find the integration point between mathematics and other subjects, realize the migration of mathematics fields to non-mathematics fields, and maximize the achievement of Cultural sharing, mathematical cultural resources can be mined through various ways such as using characters as clues, mathematical themes as clues, historical books as clues, mathematical symbols as clues, and real life as clues; closed textbooks can be The content is open, and closed concepts, formulas, rules, etc. are decomposed into several "small sections", and some open questions are designed for students to explore, extending book knowledge outside the book, integrating it with other cultural knowledge, and proven by practice. When the teacher talks about "living mathematics" or connects mathematics with philosophy, aesthetics, economics and other cultural arts, students show great interest and enthusiasm. For example, when talking about "statistics", genetics and forensics can be combined Based on DNA, fingerprints or personality analysis, etc.; when explaining the content of trigonometric functions, you can introduce the origin and development of trigonometry and explain its role in practical activities such as navigation, calendar calculation and astronomical observation; when teaching the method of proof by contradiction, tell students in detail what Galileo is How to correct Aristotle's erroneous assertion about the falling motion of objects that has lasted for more than 1800 years; when understanding the concepts of elevation and depression angles, it can be related to "raising one's head to look at the bright moon, lowering one's head to think of hometown"; in understanding the position of straight lines and circles When talking about the relationship, it can be related to "the solitary smoke is straight in the desert, and the sun is setting in the long river"; when talking about the concept of three views, it can be related to "looking at it from the side, it is a ridge and the side is a peak, the distance is different, the distance is different, the true face of Mount Lu is not recognized, just because you are here" "In this mountain" is related to; when understanding random events, inevitable events and impossible events, it can be related to idioms ("Waiting for a rabbit, a drop of water turns into ice, a sudden disaster" is a random event, "If you sow melons, you will get melons, if you sow beans, you will get beans, black and white are clear, "Catching a turtle in an urn" is an inevitable event, "catching the moon from the water, breaking the sea with dry rocks, and drawing cakes to satisfy hunger" is an impossible event), so that students can realize the close connection between mathematics and other subjects.
5. Combined with extracurricular activities, group cooperation and exploration< /p>
Since classroom time is limited and the content of mathematical culture is all-encompassing, it is not enough to teach mathematical culture in classroom time alone. Extracurricular activities must also highlight mathematical culture and make full use of natural and social resources outside of class and school. , use various channels such as the Internet, newspapers and periodicals to understand the rich mathematical cultural content, and expand it into students' extracurricular life in some form. You can organize mathematical cultural knowledge competitions to recommend valuable works related to mathematics for students to read after class. , broaden their mathematical horizons, and then through various forms such as writing post-reading notes, mathematical compositions, and organizing student exchanges, so that every bit of mathematical culture can turn into spring breeze and nourish the hearts of students.
, books include "The Wonder of Mathematics" written by the American mathematician Sione Pappas, "Revelation of the Masters of Mathematics" written by Chen Shigu and Ge Mengzeng, and "Contemporary Mathematics Elites (Fields Medal Winners and... His Achievements and Insights)", "A Mathematician's Perspective", "New Concept Geometry", "Walking About Mathematics", "Mathematics and Philosophy" written by Academician Zhang Jingzhong are easy to understand and are good ways to spread mathematics culture and show the charm of mathematics in teaching. Books, students can also be divided into groups, and the teacher provides some references or topic selections on a certain piece of content or topic, allowing students to use their spare time to search for the deeds of ancient and modern Chinese and foreign mathematicians from extracurricular readings and the Internet to understand their growth process and their understanding of mathematics. Their contributions to rigorous scholarship and their courageous climb to the peak of science are then compiled and distributed to students for communication, so as to experience the mathematical culture. For example, on the topic of "The Discovery of Euler's Formula for Polyhedrons", the "Intuition - ——Verification——Conjecture——Proof——Application” Advance step by step, go deeper step by step, and follow the footsteps of the great mathematician Euler for exploration and research. Not only can you master the ins and outs of Euler’s formula about polyhedrons, but also understand In Euler's legendary life, you can also experience the hardships of discovery, learn the attitude of doing research, master research methods, and improve students' humanistic qualities. In this way, students increase their mathematical cultural knowledge in group cooperation, experience the fun of cooperative inquiry, and let mathematics Full of wisdom and life,
6. Combined with teaching evaluation and included in mathematics examinations
Although high school mathematics teaching materials have been further improved to reflect the content of mathematical culture to a greater extent, experimental teaching materials are included in every There are introductions to mathematics culture at the beginning and end of chapters or modules, but they are still reading materials. Teachers think that students can understand them, but students think that they are not tested in the exam. In teaching, it is often "what to test, what to teach, what to learn." "What?" Teachers and students have not paid enough attention to this part of the content. They usually focus on the assessment and evaluation of the mastery of knowledge and skills, showing that mathematical knowledge is emphasized and cultural literacy is underemphasized; explicit knowledge is emphasized and tacit knowledge is underemphasized. ; There are shortcomings such as emphasizing results and ignoring process. Teachers and students must truly feel the importance of mathematical culture. The teaching of high school mathematics culture should be promoted through evaluation. The relevant content of mathematics culture can be rooted in the college entrance examination questions. Common-sense mathematical cultural content is appropriately involved in regular examinations. In this way, high school teachers will consciously combine the content of mathematical culture with the content of each high school module as much as possible while teaching, and gradually and systematically carry out the mathematical cultural content. Teaching and high school mathematics curriculum standards require that we not only pay attention to the transmission of students' mathematical knowledge, but also the dissemination of mathematical cultural connotations, and establish a cultural view of mathematics: give full play to the two functions of mathematics education, namely, the scientific and technological education function and the cultural education function. , Different from the teaching of mathematical knowledge and skills, the form of expression of mathematical culture in mathematics teaching should be more diversified and flexible. The key lies in teachers. First, teachers must improve their own mathematical literacy; secondly, tap the culture of mathematics. connotation, strive to create a cultural atmosphere of mathematics; thirdly, improve the taste of mathematics culture, work hard on integrating resources and optimizing classrooms and activities. Teachers must be good at permeating and spreading mathematics culture appropriately and skillfully in various teaching links, so that mathematics culture can enter In the classroom, we strive to make students truly culturally influenced in the process of learning mathematics, so that students are not only scientific people, but also cultural people, form and develop mathematical qualities, and comprehensively improve students' mathematical literacy.