| In recent years, a lot of mathematical history related materials are integrated into the mathematics textbooks of compulsory education. This implies that under the background of new curriculum, it has been taken more seriously that mathematics history should be brought into class. However, a series of problems still remain unsolved and require both theoretical and practical research before mathematics history being comprehensively integrated into class, such as whether the teachers understand and agree with the educational value of mathematics history, whether they have enough grasp of the knowledge about mathematics history, whether they know how to scientifically select the materials on mathematics history, as well as how to effectively integrate mathematics history into the usual teaching, and so on.By means of consulting a great deal of literature, some facts are found that most of the studies on subjects of integrating mathematics history into the mathematics teaching in junior middle school remain at the theoretical level, and few of them are specific case studies. In this thesis, the second foreign language school from Shenzhen, Baoan district is chosen as the research object. With the actual surveys like interviews and questionnaires, the current situation of integration of mathematics history into junior high school mathematics teaching is revealed: most junior high school mathematics teachers have an incomplete understanding of the educational value of mathematics history, they not only lack the knowledge about mathematics history, but also the enthusiasm to change the present situation of teaching and bring mathematics history into class.Moreover, they lack the scientific and effective methods to bring mathematics history into their usual teaching.During the teaching period, with the support and help of several colleagues, the author has conducted a number of teaching experiments. The experiments are implemented in two normal classes. Two different kinds of teaching design have been developed on the same teaching topic. One of them takes the integration of mathematics history into consideration, and the other doesn't. Through the control variable method, a comparative test has been conducted on the two different teaching process. Several methods such as interviews, questionnaires, tests and so on, are used to acquire the teaching effect of different teaching designs. After that, the teaching cases are formed based on that and the conclusions are drawn.Finally, the experimental methods, procedures, processes and data are summarized and the conclusions are as follows: firstly, the application of mathematics history in mathematics teaching is helpful to improve students' interest in learning mathematics;secondly, it can help the students understand the origin and development of mathematical knowledge, namely know not only what but also why; thirdly, the students can learn the knowledge with a more profound impression and more firmly grasp, as a consequence improving their learning effects.In summary, this paper has some reference value for how to apply mathematics history in mathematics teaching and plays a certain role in promoting the application as well. |
PDF Full Text Request