[01] Chunge Shi, The School of Mathematics and Statistics, Shandong Normal University, Jinan, China. [02] Zezhong Yang, The School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

The infiltration of mathematical culture in mathematics teaching has already reached a consensus in the field of basic education and higher education, so the status of mathematical culture in the field of mathematics education can be seen. In order to further deepen the research level of permeating mathematical culture in higher mathematics teaching, to reflect on the previous research of permeating mathematical culture in university mathematics teaching, and to provide a new direction for future research, this study uses the literature method to summarize the relevant research in the past 20 years and draws the following conclusions: In the past, the effective ways to carry out the mathematical culture education in the university mathematics classroom were discussed in five aspects: Teachers' teaching, content selection of mathematics culture, teaching means and methods, extracurricular infiltration of mathematical culture and the infiltration of mathematical culture in specific higher mathematics courses; In the future, we can find the breakthrough from the reform measures of the teaching materials of higher mathematics courses, further deepening the research level of the infiltration of mathematical culture education in the narrow sense of higher mathematics courses, the ways to implement the development of the teaching materials of the elective courses of mathematical culture and the diversification of research methods.

College Mathematics, Mathematical Culture, Teaching Measures

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