| Applying the history of mathematics to the mathematics teaching of senior high school is one of the hot issues in the educational circles as well as one of the subjects discussed and researched by many mathematicians and educations of mathematics. Influenced by the college entrance exam and other entrance examinations, the mathematics teaching of elementary and Secondary School has formed a situation of only focusing on grade and ability to solve problems, so little attention has been paid on the cultural value of mathematics. "Ordinary high school mathematics curriculum standards(experimental) " issued in April,2003, includes "Selected lectures on the history of Mathematics "and the history of mathematics has been introduced to the elective courses of senior high school mathematics officially. Besides "the cultural value of mathematics should be showed" has also been put forward. Nevertheless, the history of mathematics has not really becomes a part of high school subject, so most of the senior high school mathematics teachers don’t study or do research on it, let alone involve it in their teaching. Therefore, although many scholars appeal to the teaching of the history of mathematics, the teaching structure of high school mathematics has not changed fundamentally. The research study of high school mathematics teaching combined with mathematics history has not been developed among the teachers in high school.Mathematics is a subject which has the characteristics history, accumulation and continuity, so mathematicians always establish new results on the basis of predecessors’theory and knowledge structure. It is not good for students to learn the nature of mathematics in order to form mathematics view as well as not good for students to train mathematical attainment and creativity, which is a great loss for students without doubt to separate mathematical theory from mathematical history and only focus on mathematical theory without teaching on mathematical culture. Therefore, in order to promete the teaching of the history of mathematics, the high school teachers should be provided with teaching materials about mathematics history added to textbooks.In view of these reasons, according to the high school mathematics textbooks combined with my own teaching practice, the author has lected, edited, sorted out some knowledge about the history of mathematics involved in compulsory course one to four. Compared with other reading materials, this article has the following characteristics:first, entertainment.The author has elected some materials of about mathematics history in which students may by interested and has told some mathematics’biography, stories and interesting problems to inspire students’ interest in maths.Second, synchronicity. The content is arranged totally according to the high school mathematics textbooks for convenience of teachers and students.Third, read ability. As for some well-known mathematical problems, there are a lot of instructions in extracurricular reading materials. For one thing, these problems have little to do with high school mathematics teaching. For another, these problems are too difficult for high school students to understand and solve. However, the problems elected in this article is easy enough for students to solve by themselves. Besides, the answers are also queen in the form of easiness and amusement.Finally, this article in based on a survey conducted by the students about acceptance, degree of satisfaction and study effects, which shows the research is meaningful and is welcomed by students and improves students interest in studying of mathematics. |
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