The Theory And Practice Of Integrating Traditional Chinese Mathematics Into Mathematics Curriculum

In recent years, with the development of mathematics teaching, the relationship between the history of mathematics and mathematics teaching has get more and more attention and the practice proves that the history of mathematics can promote the level of students in mathematics learning.But it’s not hard to find that whether the domestic mathematics experts or new mathematics counts mentioned too little about the Chinese Traditional Mathematics.On the one hand, the fact that the Chinese Traditional Mathematics promoting the world’s mathematics has not been widely recognized;On the other hand, the value of the Chinese Traditional Mathematics in teaching do not resonate.Of course, we do not blindly emphasizes the inheritance of the Chinese mathematics achievement,however, the current research which ignored the phenomenon of Chinese traditional mathematics had to cause our thinking.Firstly, at the beginning of the article,the research described the value of the Chinese Traditional Mathematics in and out,then analyze the data about the relationship between the history of mathematics and mathematics education of the Bulletin des Sciences Mathematics and Mathematics Education Journal published on 2007-2014.It is no doubt that the research has get more attention, but the Chinese Traditional mathematics did not on the contrary, thus there is a phenomenon that the knowledge outside is better.Secondly, through the different versions of the middle school mathematics teaching material,it is not hard to see that the materials which are related to Chinese traditional mathematics are not so few.But there are still two phenomena: one is that the materials mainly focus on the Nine Chapters on the Mathematical Art and Zhou Bi Suan Jing;the other is the content of the Chinese traditional mathematics which distributed uneven in different stage.Thirdly, in the process of education practice, many teachers know the requirements of the history of mathematics, but do not introduce the content in their teaching.This paper which bases on the theory and through teaching design or teaching fragment aims to prove that the Chinese traditional mathematics blended in class is feasible.In general,the Chinese Traditional Mathematics has an unique value in both theoretical research and practice.