Research On The Integration Of Mathematics History Into Junior Middle School Mathematics Classroom Teaching

In the recent years,the importance of history of mathematics has been more and more realized.However,the history of mathematics is “highly evaluated,lowly applicated” in the primary and secondary school courses in China.The importance of integrating the history of mathematics into courses has not been widely accepted by the school teachers.Besides,the associated scientific researches are not enough to give advises for the integration.In this paper,we mainly focus on the present situation of integrating the history of mathematics into courses,and the associated methods and announcements,which has some directing significances.In this paper,articles from both home and aboard are summarized at first to illustrate the general background of integrating the history of mathematics into courses.Then,taking several secondary schools in Qingdao as examples,questionnaires and interviews are used to investigate the attitude,methods and suggestions about the integration from the students and teachers.In the final,according to the principles and methods proposed in this article,specific case designs are given as conferences.The main conclusions are listed as follows.Although the attention toward the integration from teachers and students are still not enough,most of them have recognized the importance of the learning of mathematics history to mathematics study.From the aspects of class structures,the methods of the integrating in the first,middle and last parts of the courses are summarized systematically.A method named as “taking history as a mirror” are raised to stop the students from the historical mistakes during learning.Four principles including “true,supporting the classes,moderate percentages,simple” are proposed as the four basic announcements in the article.In the final,combined with the research above,we summarized the common problems when integrating and put forward the corresponding suggestions.