Research On The Teaching Design Of Beginning Class In High School Mathematical Concepts Based On The History Of Mathematical Symbols

Traditionally,in the beginning class of mathematical concepts,teachers try to shorten the time of concept introduction as much as possible to complete teaching tasks early.They let students spending much of time to practice the concepts but not to teach them the history of mathematical symbols.So students often carry out a lot of problem-solving exercises without grasping the corresponding concept.Nowadays,as the educational value of the mathematical history is excavated,it can promote students to understand mathematical concepts.As the same time,it also can contribute to the cultivation of students' symbol awareness.Applying the history of mathematical symbols to the concept beginning class can effectively help students understand and grasp the concept better,so as to obtain the mathematics thought behind the knowledge.The purpose of this study is to explore the issue of how to carry out the beginning class of mathematical concepts from perspective of the history of mathematical symbols.Main methods of this study are questionnaire survey,literature review and case analysis.This survey includes students' interest and understanding of mathematical symbols and whether teachers apply the history of mathematical symbols to the class of mathematical concept teaching.Then,based on this study,we can conclude some teaching strategies which can be applied in the beginning class of high school mathematical concepts teaching from the perspective of the history of mathematical symbols.According to the investigation,it can be found that teachers have little or no applied the history of mathematical symbols to the beginning class of mathematical concepts teaching.However,many students are interested in mathematical symbol,and hope to have a certain understanding of the history of mathematical symbols.It can be seen that the application of the history of mathematical symbols can provides a new perspective for the teaching of the concepts and can break the status,.high evaluation but low application,in mathematical education.Through the research of this thesis,the main teaching strategies of the beginning class of high school mathematical conceptsbased on the history of mathematical symbols are:(1)Introduce concept by creating a symbolic situation;(2)Initiate the process of the exploring symbolization of concept with skillful setting symbolization problems;(3)Highlight the essence of the concept by tracing the historical trajectory.Finally,in this thesis,we can design the teaching instruction according to the studied theoretical results,and we provide references form the specific examples to the math teachers.