为提高广大师生对数学文化的重视，本文着眼于提高大学入学考试中数学文化的渗透水平。本文对大学入学考试题中的数学文化从文化背景和渗透方式进行重新分类，将题中涉及的文化背景分成数学史、数学应用和数学与其他学科的融合，将题目渗透数学文化的方式分为低水平的旁白式和高层次的复制式、顺应式和混合式。采用案例分析法分别对文化背景方面和渗透方式方面具有代表性的题目进行具体分析，并对2018年至2020年中、美两国大学入学考试中渗透数学文化的题目从文化背景和渗透方式两个角度进行对比，发现中国试题在渗透数学文化方面存在如下问题：

在文化背景方面，涉及的数学文化种类不够丰富，且各类型题目占比不均衡；在渗透方式方面，常采用数学知识与数学文化关联度较低的形式。在文化背景与渗透方式的对应方面，搭配固定，缺乏新意。

并针对以上问题提出建议。

In order to increase the attention of teachers and students to mathematical culture in teaching activities, this paper focus on improving the penetration level of mathematical culture in College Entrance Examination. In this paper, the author reclassifies the mathematical culture in College Entrance Examination from two points, cultural background and mode characteristics. The types of mathematical culture shown in the examination questions are divided into the mathematical history, mathematical application and the integration of mathematics and other subjects. And the patterns of penetration are divided into low-level narration type and high-level copy type, adaptation type and mixed type. The article uses Case Analysis Method to concretely analyze every typical question in each category, and makes a comparison between the questions that permeate the mathematical culture in the Chinese and American College Entrance Examinations from 2018 to 2020, from the perspective of culture background and way characteristics, then draws the following conclusions.

First, the cultural background is insufficient and the proportion of various types of questions are not imbalanced. Secondly, there is low correlation between mathematical knowledge and mathematical culture. Finally, the collocation between cultural background and type characteristics are fixed.