Based On Value Analysis In The Mathematical History Of Mathematics Learning Guidance

The rapid development in science and technology and unprecedented expansionof knowledge will anticipate much progress in human beings. A good command oflearning skills is indispensable to the ever accelerating advancement. Therefore, theimportance of “acquisition of how to learn math” looms larger in today’s world. Asmath is a logic and abstract discipline, it is quite challenging for students to acquirethe facility to learn it. It naturally follows that teachers’ instruction will play a vitalrole in guiding students to learn math. The current math curriculum aims at findingsolutions to the problems that students are confronted with while learning math. Itbest reflects a fundamental theory of revealing the value of math to learners. Thus, thepart that math history plays becomes obvious in the course of math instructions in theclassroom. Also it is a must that math history shall have a place in the math textbooks.On the basis of the analysis mentioned above, I make a tentative attempt toprobe into the importance of math history in order to fully illustrate its practicalfunction in teaching. After elaborating on the literature of math history and mathinstruction, I would like to point out defects in the previous academic research. To bemore exact, the textbooks used in the classrooms at present fail to address thesignificance of math history in the context of specific analysis. Instead, students aremerely stuffed with facts and details, which may constrain the potential facilitationthat math history may have in the process of students’ learning math. Besides, a greatmajority of academic papers in this area touch on math history from the macroperspective. Unfortunately, relatively little literature can be found addressing a certainsection of math history, let alone applicable cases that can be used in teaching.In short, I attempt to draw on my many years of teaching experiences and usetwo cases ‘Fibonacci method”(Golden Section) and monodic quadratic equationrespectively and Yang Hui triangle for examples. An empirical study is conducted togather data concerning students’ feedbacks and performance. It turns out that such away of teaching math has optimized teaching performance, fully demonstrating theinstructional value of math history.