Applied Research, The History Of Mathematics In The Teaching Of Mathematical Concepts

Mathematical history is a subject to research into the contact between mathematical concept, mathematical method, the origin of mathematical thought and society, economy and common culture. It reflects the skeleton and essence of mathematical development. The value of mathematical history represents the three aspects as following: the history value, the mathematical value and educational value. With all the results of mathematical history and International Study Group on the Relations between History and Pedagogy of Mathematics, the educational value of mathematical history is being understood and accepted by people. In present mathematical course reform, mathematical history is considered as a new way to understand mathematical.The research results of HPM are becoming more and more colorful and they urge us to pay more attention to the practical application of mathematical history in mathematical education. Application research on mathematical history should attach importance to the concept because mathematical concept is the basis of mathematical, cell of thinking and jumping-off place of mathematical teaching.The aim of this research is to discuss how the mathematical history can be used in concept teaching; seek after the cut-in points, principles and strategies about the application to the concept teaching of mathematical history through academic research. Teachers combine mathematical history with the design of concept teaching on purpose and validate the academic validity through teaching experiments.This essay concludes the cut-in points, principles and strategies about the application to the concept teaching of mathematical history through academic research:I think, via research, during the period of middle school, the application form of mathematical history in concept teaching should be"the form of being in harmony"; and we should choose the suitable mathematical history content according to the teaching content and the students'perceive; we should obtain concept through paying more attention to the latitudinous teaching and recreating principles; presenting the outcoming process of mathematical history through sight principles; improving the degree of the students'attaching themselves to the process .The main strategies of the mathematical history's application in concept teaching are:"problem strategy"and"the instructed recreated strategy", that's to say, teachers instruct students to recreate concept happily with problems.After the experiment, the students'questionnaire and talk results indicate: they can not only adapt to the concept teaching of mathematical history, but also improve their interest in study. The achievement test between the academic class and contrast class indicate: there is obvious difference between them. Therefore, concept teaching of mathematical history is helpful in understanding and seizing the concept.Difficulties also appear in the experiments: some students can't take part in the activities well because of being not flexible in using the mathematical ways; or not seizing the mathematical history well and not being prepared well enough before class. The development between mathematical teaching material and mathematical history doesn't cooperate. All the above affect the experiments. And because of the lack of lesson hours; the limit of the writers'level; they all lead to remain of the wide spread of the experiments.