| The mathematical history is frontier branch of science lying between arts and science 。 For breaking wide gap for many years between natural discipline and social science , the mathematical history will erect a bridge between the two to give play to the role of its intermediary。 After grasping the history knowledge of mathematics as a mathematics teacher , not merely he is benefited, the more important thing is , that he can combine mathematics teaching and impart to students when it is proper, to help them understand mathematics spirit , thought and method , to help them form each unique creative mode of thinking。 At the present time, how is the current situation that mathematical history education in high school ? How is the level of high school student's mathematical history knowledge? How is the mathematical history level of the mathematics teacher of high school? What influences the implementment of mathematical history? How to launch the education of mathematical history effectively? And so on.。 For answering these questions, we must probe into them thoroughly and meticulously in theory and in practice 。First, we do some conversation and survey to know the level of mastering of the mathematics history knowledge of high school student , mathematics teacher of high school and high graduates with specialized mathematics of normal colleges and schools, to know their ways to obtain history knowledge of mathematics and to know their understanding about carrying mathematical history education in high school ,etc, and we analyze the main factors that influence mathematical history education in high school; After that, we probe the education of mathematical history on the basis of interrelated theories that we have ; At last, according to the guidance of advanced theory of the new course reform, we give some concrete suggestion about carrying on mathematical history education, and we expect these are helpful to implement mathematical history education in high school 。... |
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