Action Research On Problem-solving Instruction Of Senior High School In The Context Of Mathematics History

The main purpose of this research is to explore how to carry on mathematics problem-solving instruction in the context of mathematics history in senior high school. Through the teaching contexts and cases, we further discuss the true feelings of both teachers and students to problem-solving instruction in the context of mathematics history. Also we identify the difficulties and problems that face us and explore the strategies and methods of solving the problems.It is found that most students agree to the way of problem-solving instruction in the context of mathematics history. As to the functions of the history of mathematics to problem-solving, the students pay more attention to its help in mathematical emotion and cognition than to its help in cultural realm. As to the way of problem-solving instruction in the context of mathematics history, the students think classroom teaching is more valuable than independent study after class, especially the design of workcards using historical materials, according to the teaching progress and the exercises that they did, to assist students with their study is most favorably approved and welcome by students. On the other hand, during this study, the researcher's idea to the history of mathematics is changed; the way of applying the history of mathematics is gradually improved; my knowledge of mathematics history is extended and hence my ability of dealing with the problems, reflection and criticism is enhanced. The idea of student-centered is accepted in mathematics problem-solving instruction.Lastly, based on the conclusions of this research, some suggestions for problem-solving instruction in the context of mathematics history are given at the end of this thesis.