Research on the Infiltration of Mathematical Culture in Class from the Perspective of Situated Cognition Theory

Abstract

Mathematical culture contains mathematical ideas, methods, spirits, and their occurrence and evolution processes. Integrating mathematical culture into the mathematics class can develop students’ thinking and promote their comprehension of knowledge. The situated cognition theory helps students connect mathematical culture with real life. This paper analyzes the possibilities of integrating situated cognition theory with mathematical culture and explores the practical paths for such integration.