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Abstract
Background： With the deepening reform of the new college entrance examination, it is increasingly important to explore the artistic traits of "the beauty of number-shape combination" in analytic geometry and build a math teaching model integrating artistic perception and focusing on mathematical thinking infiltration. Objective： To explore its construction path: to guide teachers to integrate artistic perception for students’ mathematical thinking enhancement, inject artistic creativity into math classes, and offer references for "mathematical aesthetics"-related practices. Methods: Taking high school analytic geometry as the subject, it sorts out "the beauty of number-shape combination" elements in 5-year new college entrance exam analytic geometry questions; via tests, interviews and questionnaires, it surveys Luoyang/Jiyuan (Henan) students on their perception of this beauty and analytic geometry mastery, then refines a better model with cases. Results: Teachers should hierarchically infiltrate mathematical thinking based on curve beauty, symmetry and other artistic traits for students of different levels; guide students from "perceiving graphic beauty" to "understanding mathematical beauty" in different stages, and master flexible application of mathematical thinking. Conclusion: The model (with "the beauty of number-shape combination" as artistic link and mathematical thinking as core) needs two-way empowerment: improving teachers' professional abilities and students' dual development of math literacy + artistic perception. Teachers' mathematical thinking cognition, infiltration teaching ability and artistic material integration ability are three key supports, offering a practical paradigm for teaching reconstruction.
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