Investigations And Analysis On Undergraduate’s Acknowledgement Of Mathematical History

In this paper,we study the undergraduate’s acknowledgement about the history of mathematics. Hainannormal university students are surveyed in the form of questionnaire and interviewed the mathematical history, the questionnaire content has three aspects:(1) Students’ evaluation of mathematics history(that is, from e-motional attitude values on the evaluation of the history of mathematics);(2) students acknowledgement of thehistory of mathematics(The students master the knowledge of mathematical history);(3) History of college stu-dents’ mathematical ability of teachers.The questionnaire survey see appendix for details.Mainly use analysis ofvariance,multiple comparison,linear regression mathematical knowledge, etc.By using SPSS18.0statistical soft-ware package for data analysis,(that is, the questionnaire survey of the grade),The following results are obtained:(1) Analyze differences of different grade,different grade level to the history of mathematics,sophomore, junior,senior, in turn, increases,And there is significant difference between two group (p=0.00<0.05);(2) The differ-ence analysis of the experimental group and control group,there is significant difference between experimentalgroup and control group￡p=0.00<0.05¤.Mathematical history of mathematics education and student test scoreswere positively correlated;(3) between the three components of linear analysis,Student to the understanding of thehistory of mathematics,know the history of history of mathematics and applied mathematics ability was signif-icantly positive correlation between the three parts￡p<0.01¤;(4)linear regression analysis quality and studentachievement in the mathematical history,influence each other.Above the original data are analyzed,but in real life people more care about hierarchy(such as outstanding,good, average, unqualified, etc),so the fourth chapter uses the gray clustering method§the history of mathematicsfor students to master the literacy levels of hierarchy,usually people think that90-100for good,80-90as well,60-80is a regular,below60for fail.According to this classification79is a regular,80is good,but not much differencebetween79and80,this classification is not very reasonable,So use fuzzy clustering method.Based on the research of chapter3and chapter4,we get the following conclusion:Undergraduate alreadyhave accomplished a certain mathematical history,but the overall level is a bit poor. Specificly:(1) Students’knowledgement of mathematical history of mathematics in normal universities has reached a certain height;(2)But not many students know the history of mathematics knowledge;(3) Students’ ability of using mathematicalhistory is relatively poor, there is no difference between the experimental group and the control group,We presentsome teaching strategies to improve the students’ mathematics.(1) University teachers in the mathematics classshould talk more relevant mathematical history;(2) Improve the quality of elective courses,extend the period ofelective courses,consider required courses into elective courses;(3) form a good atmosphere in the mathematicalhistory,lecture on history of mathematics,history of mathematics interest speech, etc.Arouse the enthusiasm ofeveryone.