Pre-service Primary And Secondary School Teachers Of Mathematics Knowledge Of Mathematical History Of The Present Situation Of The Investigation

The history of mathematics is a mathematical concept,theorem and method of thinking occurs,the history of the development.The comprehensive understanding of the value of history of mathematics in mathematics education,the importance of the history of mathematics and mathematics education,give full play to the role of the history of mathematics in mathematics education,mathematics curriculum of compulsory education has become an important content.?The standard mathematics education reform(2011)? ??ordinary high school mathematics curriculum standards(experimental)? are clearly the relevant content of the history of mathematics and the requirements put forward higher requirements for teachers' knowledge of mathematics history.The purpose of the study is to understand the pre-primary and middle school mathematics teachers' mathematics history knowledge,according to the survey The results are analyzed,and the corresponding suggestions are put forward,hoping to improve the current situation of the mathematics knowledge of mathematics teachers in primary and secondary schoolsStudy by Guizhou Normal University Mathematics Mathematics and applied science major,senior undergraduate students as the sample,with the knowledge of mathematical history questionnaire as the research tool,from "mathematicians thought,achievement and contribution","mathematical concepts,theorems,the history of the development of" symbol,"the three major dimensions of mathematical history" of the sample the history of mathematics knowledge investigation and analysis,the main way to obtain and pre-primary and middle school mathematics teachers' knowledge of mathematics history to investigate,understand the knowledge of mathematical history is the main source.The findings are as follows:(1)pre primary school mathematics teachers in the history of the master degree is low(2)pre primary school mathematics teachers in history to grasp the situation there is no significant gender differences(3)there are significant differences between the grade of pre service mathematics teachers in primary and middle school history master(4)access to pre primary and middle school mathematics teachers of mathematics the history of knowledge mainly from the university course of study;,and the history of mathematics learning lack of initiative;and according to the conclusion put forward:(1)professional mathematics teachers college should set up the history of mathematics curriculum and strengthen the history of mathematics curriculum assessment;(2)normal college teachers should infiltrate in the history of mathematics the professional course teaching Knowledge;(3)mathematics teachers should improve the understanding of the history of mathematics knowledge and strengthen the role of the history of mathematics knowledge;(4)the examination content into the history of mathematics,additional mathematics history content teachers during the exam examination and so on.