The Research On Teaching Of The Fourth-grade Pupils With History Of Mathematics By The Practice Teaching

Mathematical literacy, Innovative consciousness and Attitudes and values is put in a more important position of new curriculum standard, which has brought higher requirements for teachers. I have been a front-line teacher. Even though I have tried to improve the pupils’ interest of Mathematics by telling stories, show pictures, and group work and so on, it is still difficult for pupils to touch math, let alone to feel the beauty and experience the value of Mathematics.Considering History of Mathematics has an effect on Mathematics Teaching, I have attempted to make History of Mathematics included in the teaching of the Fourth-Grade. The practice and exploration has been carried out since then. Based on lots of survey and inspection, evaluate what and how the influence is. Is it of benefit to the pupils? Then, about 150 fourth-grade pupils who are attended at a primary school in Chengdu have become protagonists in the research. Through the typical case, I hoped to get some ideas and method of Mathematics Teaching as a guide.This paper chooses four teaching contents, mainly from the teaching design and data analysis to study:First, choose the content of teaching, teaching design and classroom record. The ’to determine the position’ and ’negative number’ are the normal teaching contents of grade four. The ’to determine the position’ has the contact with the following coordinate thought, the negative number concept needs an acceptance process, but I find it difficult for the pupils to understand ’negative number’. Therefore, this two normal course ’to determine the location’, ’negative number’ and the combination of mathematical history teaching design. Fourth grade in primary school have finished the integer and the four operations, fractions and decimals will add and subtract, have finished the basic plane figure, calculated the perimeter and area, but also to know the basic three-dimensional graphics. But the source and the development contact of the logarithm is little. So he designed two math history to enjoy “the magic number”, “wonderful form”. The classroom record for the normal class and appreciation course. The teaching behavior of the teachers and the pupils’ learning performance were observed and described, and the teacher’s reflection on the classroom teaching was recorded.Secondly, according to the content of the teaching, the pupils were investigated by questionnaire. We can learn that how pupils comprehend and use the content, and the recognition of the contributions of mathematicians and charm, and that how express their own unique point of view, and study the content with interest and the desire to further explore.Finally, according to the students’ questionnaire data statistics, using pie chart, table and text to make a descriptive analysis, and then draw the conclusions of the research:First, the difference of the two groups was found by the experimental group and the data of the control group pupils came out. Pupils in the experimental group have a more open vision, and have a tendency to answer questions more actively, more traced the consciousness of pupils’ desire for knowledge more high, and it is easy to see the pupils’ mathematics accomplishment. Some pupils in the experimental group can change the past point of view that math is just to do a boring mathematical calculation.Secondly, through the analysis of the experimental group after class data, see the history of mathematics to pupils is affected more in helps pupils to mathematics understanding and appreciation, help pupils to form good emotion, attitude and value view, help pupils to active thinking, innovative, and caused the interest of the students in the. It is not only the content that the pupils can accept in ordinary times, but also the pupils can have different degrees of the harvest.Third, through two normal classes and two appreciation lesson after contrast, found that penetration of the history of mathematics in mathematics teaching, not just complete appreciation course can receive the good effect, in the normal course of penetration of the history of mathematics can also receive good, even better results. The degree of the effect is not determined by the number of the contents of the mathematics history, but more on the depth and the content of the thought involved.Fourth, according to the research. In my opinion, mathematics history can’t be independent of the existing teaching, not a substitute for daily mathematics teaching, but is necessary. The research data reflects that the history of mathematics can make up the shortage of the traditional mathematics, and enrich the material of inquiry teaching.At the end of the paper, the PPT and the photos used in the teaching of the pupils is attached as a complement.