Mathematics History Into The Junior Middle School Mathematics Classroom Study

The main purpose of this study is to explore how to integrate the history ofmathematics into mathematics teaching in junior middle school. Through the teachingcontexts and cases in which the history of mathematics is incorporated, we furtherdiscuss the feeling of teachers, identify the difficulties and problems that face us andexplore the strategies and methods of solving the problems when integrating thehistory of mathematics into teaching.The history of mathematics has the vital significance regarding mathematicsteaching, this in domestic and foreign has already aroused the widespread interest. Oninternational the research history of mathematics and mathematics teaching relationsmain organization has been established—HPM. Especially in our country, the historyof mathematics education teaching value already was also known by many scholars.Embodying mathematical culture value is taken as an basic notion of the newcurriculum criterion, and the anthology of history of mathematics is made as a specialissue. History of Mathematics Teachers of Mathematics math knowledge and skills,mathematics, mathematical way of thinking, mathematics teaching, and so have agreat impact, the mathematics teacher should be a subject of concern. The teachingdesign is the mathematics teaching important link, the function of mathematics historyin mathematics teaching requests us to respect the rich mathematics thought inmathematics teaching design which mathematics own development the historicalevidence, the deference cognition rule, in the attention excavation history ofmathematics contains.This article believed that the history function of mathematics could tell us “whatto teach” and “how to teach” provide we the new angle of view in mathematicsteaching for mathematics teaching. During introduce modern mathematical notions,thoughts, methods, the curriculum reform of that middle school should also payattention to link with history.Through the research of mathematics in problem-solving applied teaching. Wemay stand in a higher angle of view to mathematics problem-solving teaching,making us even more understand the importance of mathematics education, evenmore understand that history of mathematics and mathematics culture are aninalienable whole, even through the history may understand the mathematics’sdifficulty and the cognition process, providing reference for the teaching materialcompilation, and so on. During this study: the researcher’s idea of history of mathematics is changed, the way of applying the history of mathematics he adopts isgradually improved, his knowledge of HPM is extended, his ability of dealing withthe textbooks, reflection and criticism is enhanced and his former teaching way ofcentering on teachers and breathing into students is thoroughly given up.