Middle School Mathematics Teaching In The New Knowledge-based Case Study Of The Introduction Of The History Of Mathematics

This paper studies the background on the one hand is the attitude of the modern secondary school students generally do not focus on lectures on mathematics without a thorough understanding of new knowledge, lack of interest in mathematics learning and motivation, classroom teachers and import this way have a great need to improve the relationship, and the other on the one hand theoretical research HPM continuous improvement in secondary mathematics education has a positive effect, and gradually and math teaching standards now under the guidance of the new curriculum, many researchers have also made research in this area, but for the history of mathematics in mathematics teaching practical applications to be mature and complete, the lack of a favorable history of mathematics convenient way to participate in the teaching of mathematics now, these two phenomena led to the history of mathematics as a tool to import new topics into modern mathematics teaching the necessary studies. Based on Piaget’s theory of cognitive development, Gagne’s theory of information processing psychology, Mallow’s hierarchy of human needs theory constitutes the theoretical basis for the import of new knowledge, while HPM related research is to introduce the history of mathematics as a tool to provide the theoretical and practical basis. Integration of the various angles and the historical development of the history of mathematics achievement were the subject of the case study, the first to develop a history of mathematics course materials lead to new knowledge, a knowledge map will be isolated to a certain part of the development of mathematics, and enhance students’ understanding of knowledge development for teachers when introducing a new concept of great help, such as irrational numbers, negative numbers, complex numbers and so on. Second, the development of mathematical thinking, thinking that is the history of mathematics into the introduction of new knowledge, the use of hidden history of mathematics to help students understand new knowledge, history of mathematics teachers using mathematical ideas inherent to introduce. Third, the use of mathematical propositions or import the original title as a means to stimulate students ’attention, students and mathematicians to seize the hearts quiz to stimulate students’ interest in learning. Fourth,the method to answer math problems to bring a positive impact on the collective mind of students, so that they take the initiative to explore new knowledge and expand their problem-solving approach. Teachers are given specific instructions to guide classroom introduction of new knowledge-based history of mathematics, so that integration into the history of mathematics in mathematics teaching is no longer only a few mere theory.Finally, the theory and case studies summarized the history of mathematics influence and significance of the introduction of new knowledge brought on mathematics teaching, and the use of modern teaching mathematics history leads to new knowledge is not optimistic about the situation analysis to identify the reasons first off, but also suggestions. Finally, I also raised the issue of the research gaps and need to be perfected.