In The Historical Development Perspective Teaching Logarithm

In high school grade one, mathematics textbook, teaching content of logarithm will count in the exponential, uses properties of the inverse function to obtain logarithm derived from the exponential, which is consistent with the laws of logic knowledge. However, this brings the number of students many difficulties.For example:they can not understand what is the essence of logarithm, only use the laws of algorithms to apply for the titles.This paper, restores the original appearance of budding history, invention, development of logarithm, and points the relationship between logarithm of Napier,Briggs logarithm and the present logarithmic form,and obtains the fact that both of them can transform by transformation.Apply the development history of logarithm,to logarithm of classroom teaching,it will be used for teachers and students to understand the history of the logarithm and to enhance the sense of history for the logarithm of teaching.The paper also gives a definition number e, which is easier to accept than introduction that the high school mathematics introduce directly,has a explanation of number e that is an irrational number with area under the relevant hyperbolic, and gives a new definition of the Natural logarithm.High school teachers can be reference to use in teaching. The relation between Natural Logarithm and area of under the hyperbolic,high school mathematics textbooks never appeared. Although you can use calculus to understand this relationship, considering the high school student has yet to learn the preliminary knowledge of calculus, so the paper uses only suitable way they can accept, given the explanation of the relationship between the Natural Logarithm and area under the hyperbolic.In addition, relevant Corollary and Proposition of Gregory (Gregory,1584-1667) can prove with coordinate method,which can be applied for students to practice and improve.