教育部考試中心以正式文件明確提出在高考數(shù)學考題中要體現(xiàn)數(shù)學文化，這是一個明顯的信號：要求學生加強對數(shù)學文化知識的學習，自覺地、有針對性地重視對數(shù)學文化修養(yǎng)的提升。
本書創(chuàng)新性地從以數(shù)化人與人數(shù)學化兩個角度來談數(shù)學文化，對數(shù)學文化在數(shù)學歷史、數(shù)學精神、數(shù)學應用、數(shù)學之美、數(shù)學語言、交匯拓展、數(shù)學游戲等各個主題上都作出了全面透徹的剖析和論述。除此之外，作者還結(jié)合歷年高考數(shù)學試題進行具體的案例分析，以此讓高考生能夠精準消化吸收高考中的各種數(shù)學文化知識。
對高中生而言，這是一部讓他們明確數(shù)學文化是什么怎么考怎么練，為備考數(shù)學文化提供清晰學習方向的紅寶書；對數(shù)學教學工作者或研究者而言，這是一部系統(tǒng)揭示命制背景、展示解題過程、凸顯數(shù)學文化價值的寶貴內(nèi)參書；對于廣大的數(shù)學文化愛好者而言，這又是一部讓人崇尚真理，凈化心靈，提升文化修養(yǎng)和文化品格的數(shù)學美書。
★為什么要學習數(shù)學文化？其實這個問題也等同于為什么要學習數(shù)學。數(shù)學本身就是一種文化，所以這本書旨在幫助學生形成良好的數(shù)學思維能力，掌握解決問題的方法，培養(yǎng)理性精神。
★現(xiàn)在的高考試題越來越注重考生解決問題的能力，倘若只會刷題而不能理解題中真意將會寸步難行。本書以文化為內(nèi)核，將理論、方法、歷史、文化融為一體，知識性、趣味性和實操性完美結(jié)合。
★數(shù)學家顧沛高度贊賞的數(shù)學文化典范之作，中國科學院院士陳佳洱、王大中聯(lián)袂誠意推薦，適合高中生及教學工作者使用。
2016
年10 月8 日，教育部考試中心下發(fā)《關(guān)于2017 年普通高考考試大綱修訂內(nèi)容的通知》（教試中心函〔2016〕179 號），增加了數(shù)學文化的要求。這一文件的公布，引發(fā)了社會對數(shù)學文化的極大關(guān)注，成為教育界的熱門話題。
事實上，當人們不滿足于對數(shù)學本身的研究，開始從外部審視數(shù)學的價值時，對數(shù)學文化的研究就開始了。人們開始思考數(shù)學是什么與數(shù)學的價值是什么，并逐漸認識到數(shù)學已經(jīng)成為人類文化的重要組成部分，在過去已經(jīng)對人類文明做出了巨大的貢獻，在未來也必將做出更大的貢獻。
把數(shù)學作為文化來進行研究，國外要比我們早很多，比較有代表性的是美國的數(shù)學家懷爾德與數(shù)學史專家莫里斯·克萊因。懷爾德認為數(shù)學是一個由內(nèi)在力量與外在力量共同作用，而處于不斷發(fā)展和變化之中的文化系統(tǒng)。數(shù)學文化是由文化傳統(tǒng)和數(shù)學本身所組成。這些觀點在他的兩部著作《數(shù)學概念的演化》和《作為一種文化系統(tǒng)的數(shù)學》中得以充分體現(xiàn)。莫里斯·克萊因在他的著作《西方文化中的數(shù)學》《數(shù)學：一種文化探索》《數(shù)學與知識的探求》中則系統(tǒng)論述了數(shù)學對西方文化、理性精神、現(xiàn)代人類思想發(fā)展所產(chǎn)生的影響。他側(cè)重于數(shù)學與各種文化以及社會因素之間相互作用的分析。我國開展數(shù)學文化研究是近二三十年的事情，時間雖短，但是相關(guān)研究也取得了極大進展。徐利治探討數(shù)學一般意義上存在的某些相同或不同的方法，開創(chuàng)了數(shù)學方法論的研究與教學；鄭毓信教授在他的《數(shù)學文化學》中基于數(shù)學哲學觀點構(gòu)建數(shù)學文化學的理論體系，嘗試從理論層面論述數(shù)學作為文化的內(nèi)涵；齊民友在《數(shù)學與文化》一書中則論述了中西數(shù)學文化的差異。
我國教育主管部門對數(shù)學文化也很重視。早在2003 年，教育部頒布的《普通高中數(shù)學課程標準（實驗）》中就突出強調(diào)了數(shù)學的文化價值數(shù)學是人類文化的重要組成部分，對數(shù)學文化給予了特別重視，要求數(shù)學文化貫穿整個高中數(shù)學課程并融入教學中。這次教育部考試中心又再次以發(fā)布正式文件的方式對數(shù)學文化重點提及，明確提出要在高考試題中考查數(shù)學文化，足以看出國家對數(shù)學文化的重視。
以往提及數(shù)學文化，大多停留在理論的層面，而且很多研究僅僅把史實、案例、故事等稍作整理，將數(shù)學史等同于數(shù)學文化。這種做法不過是給數(shù)學文化穿了件數(shù)學史外衣而已。類似的研究總給人以不接地氣之嫌，沒有引起人們的觸動。但這次之所以引發(fā)對數(shù)學文化思考與研究的熱潮，主要原因是考試主管部門從考試命題的角度提出了要求，第一次正式地明確要求把數(shù)學文化滲入數(shù)學試題，所以未來高考數(shù)學命題肯定會遵照執(zhí)行。雖然我們提了很久的數(shù)學文化，但如何在數(shù)學試題中體現(xiàn)出來，對很多人來說還是比較陌生的。數(shù)學文化本來是個籠統(tǒng)的概念，傳統(tǒng)意義上文化在文科中出現(xiàn)得較為普遍，在文科類的命題中是很容易做到的。而數(shù)學是邏輯的科學、思維的科學，如何把文化滲透其中，是一個擺在廣大數(shù)學教育工作者面前的新課題。正是在這樣的背景下，我根據(jù)多年積累的豐富資料和大量的研究工作，捉筆成書，對相關(guān)問題作出了系統(tǒng)的回答。
《高考中的數(shù)學文化》一書共分八章。第一章為數(shù)學文化總論，主要闡述了數(shù)學文化的含義、內(nèi)容和基本特性等問題；后面七章分別為數(shù)學歷史、數(shù)學精神、數(shù)學應用、數(shù)學之美、數(shù)學語言、交匯拓展、數(shù)學游戲，遴選近十五年高考數(shù)學中涉及數(shù)學文化的試題進行分類賞析，系統(tǒng)揭示命制背景，展示解題過程，凸顯數(shù)學文化價值。全書盡可能把數(shù)學文化出題的方向一網(wǎng)打盡，讓讀者明確數(shù)學文化是什么怎么考怎么練，為備考數(shù)學文化提供清晰的復習方向。同時每個主題后面提供與主題相關(guān)的數(shù)學文化練習題，方便讀者練習鞏
固使用，從而更有針對性地復習。本書的編寫具有實用性、針對性和時效性三個鮮明特點，密切結(jié)合當下學生、教師對數(shù)學文化試題認識相對陌生的客觀實際，對高考中曾經(jīng)出現(xiàn)的數(shù)學文化試題進行分類賞析，系統(tǒng)闡述最新考綱考查數(shù)學文化的內(nèi)涵，同時為學生備考提供科學性的建議。
我國對數(shù)學文化的系統(tǒng)研究時間不長，尤其是數(shù)學文化與試題的結(jié)合研究更是不成熟。此書盡管對數(shù)學文化的理論探討與應用研究取得了較大突破，然而也不免出現(xiàn)不完善或者紕漏之處。但我相信，此書的問世將會受到廣大同行的重視和學生的歡迎。在此，我也懇請讀者批評雅正。
齊龍新，北京市數(shù)學特級教師，山東省教學能手，山東省新課程研修團隊專家，山東省基礎教育教師培訓專家，山東省優(yōu)質(zhì)課一等獎、教育部一師一優(yōu)課一等獎獲得者，現(xiàn)為北京市育英學校經(jīng)濟學實驗班班主任。作者致力于新數(shù)學自學輔導教學法的實踐與研究，所編自學教材曾獲得山東省優(yōu)秀課程資源一等獎，在日常教學實踐中也取得了非常顯著的教學效果。其微信個人公眾號龍新數(shù)學(zxfd66)曾經(jīng)獲得2016年數(shù)學文化雜志社主辦的攜手北大數(shù)學文化節(jié)最紅公眾號評選全國第二名。
把數(shù)學教得通俗易懂，讓學生學得幸福有趣是作者一以貫之的精致追求，其教學風格獨特，教法細膩、技巧純熟，教學成績突出，與學生之間亦師亦友，深得學生的喜愛。作者教學之余寫出了數(shù)十篇教育教學論文，撰寫了《初高中數(shù)學銜接教材》等多部教研論著。
第一章 數(shù)學文化總論 ··················································································· 1
第一節(jié) 什么是數(shù)學文化 ········································································ 1
第二節(jié) 數(shù)學文化的四個層面 ································································· 3
一、知識系統(tǒng) ······················································································· 4
二、工具系統(tǒng) ······················································································· 4
三、價值系統(tǒng) ······················································································· 5
四、史實系統(tǒng) ······················································································· 7
第三節(jié) 數(shù)學文化的人本特性 ································································· 7
一、精神特性 ······················································································· 8
二、物質(zhì)特性 ······················································································· 8
三、行為特性 ······················································································· 9
四、審美特性 ······················································································· 9
第二章 數(shù)學歷史 ························································································ 11
第一節(jié) 數(shù)學名著 ················································································ 11
一、《九章算術(shù)》 ················································································ 12
二、《數(shù)書九章》 ················································································ 19
三、《算數(shù)書》 ··················································································· 24
第二節(jié) 數(shù)學故事 ················································································ 27
一、畢達哥拉斯的故事 ········································································· 27
二、高斯的故事 ·················································································· 36
三、哥德巴赫的故事 ············································································ 41
第三節(jié) 數(shù)學名題 ················································································ 44
一、米勒問題 ····················································································· 45
二、斐波那契數(shù)列 ··············································································· 57
三、阿基米德窮竭法 ············································································ 66
四、柯西不等式 ·················································································· 73
五、角谷猜想 ····················································································· 80
六、阿波羅尼奧斯圓 ············································································ 85
七、回文數(shù) ························································································ 93
八、勾股數(shù) ························································································ 98
九、平均數(shù) ······················································································· 101
十、皮克定理 ···················································································· 108
十一、數(shù)字黑洞 ················································································· 114
十二、伯努利不等式 ··········································································· 119
十三、正整數(shù)方冪和 ··········································································· 124
十四、切比雪夫多項式 ········································································ 130
十五、馬爾科夫定理 ··········································································· 135
十六、四色問題 ················································································· 143
十七、萊布尼茨三角形 ········································································ 146
十八、黃金分割比 ·············································································· 151
第三章 數(shù)學精神 ······················································································· 155
第一節(jié) 理性求真 ··············································································· 155
第二節(jié) 創(chuàng)新意識 ··············································································· 167
第四章 數(shù)學應用 ·······················
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