The Integration Of The History Of Mathematics And The Secondary School Mathematics Education

With the profound development of the studies on the education of secondary school mathematics,more and more historians of mathematics and researchers of the education of secondary school mathematics have deeply recognized the importance to integrate the history of mathematics into the education of secondary school mathematics. The trend of the new-round curriculum reform has posed a new challenge on the traditional mathematical education, which means not only the education of mathematics should focus on the mathematics itself, but also the mathematical educators should have a good understanding of its history, its scientific and humanistic value, and its development trend in the future, etc. The mathematics curriculum standards of full-time education (trying version) point out that "the teaching material can bring in the history of mathematics and the stories of mathematicians to some extent so as to help students to learn that the production and development of knowledge is rooted in the demands of realistic life and to arouse their learning interest in mathematics". The mathematics curriculum standards of regular high school (trying version) emphasized the importance of the history of mathematics and proposed to take the history of mathematics as an elective course in high school.While in the mathematical education before, the teachers paid too much attention to the teaching of mathematics knowledge, resulting in the less mention of the history of mathematics. Even if it was mentioned in the teaching of mathematics,"the cultivation of the cultural value of mathematics and students’ mathematics awareness and thinking"(王金梅,2011) was ignored. Furthermore, lacking in the experience of the history of mathematics in the teaching of mathematics, the students failed to obtain positive feelings from the learning of mathematics, so it is increasingly difficult to arouse students interest in mathematics learning (王秀琴,2011). As a consequence, it is undoubtedly important to integrate the history of mathematics into the teaching of mathematics. To what extent mathematics teachers master the knowledge of the history of mathematics, whether the mathematics teachers integrate the history of mathematics into their mathematics teaching and how to improve the efficiency of mathematics teachers’teaching and students’ learning interest, all these questions are what should be solved from theory and practice.This paper investigated 50 mathematics teachers of high school and 100 high school students by questionnaire survey and interview, based on the sequence of number, to know the status quo of the integration of the mathematics history into it,then analyzed the data got from the questionnaire and summarized the problems and proposed some advice.