The Practical Study Of The Integration Of Mathematics History Into The Teaching Of Algebra In Primary Schools

In recent years,the role of mathematics history in mathematics teaching has been affirmed by more and more mathematicians and educators.Many researchers have also begun to pay attention to case development and teaching practice related to the integration of mathematics history.The "letters replacing number" is the beginning of a specific algebra of arithmetic to abstract algebra.This step is an important step and an extremely difficult step.For this reason,this article integrates the history of mathematics into the classroom,designing the teaching around the �letters replacing numbers�,and testing the students with a questionnaire whether or not their cognitive levels show significant differences under different teaching methods is mainly as follows:First,combing the relevant literature on the history about letters replacing numbers and the integration of mathematics history into teaching,we learned the ways in which mathematics history is integrated into teaching and the basic principles that should be followed.Second,through a questionnaire survey of students and interviews with mathematics teachers,to understand the status of teaching the letters replacing numbers and the degree of mastery of students' knowledge points.Third,according to the questions reflected in the above interviews and surveys,we designed lesson plans on the letters replacing numbers,and conducted a practical study on the integration of mathematics history into teaching.Fourth,conduct questionnaire surveys on the two classes under different teaching methods and analyze detailed data on the corresponding results.The conclusions of this paper are as follows:First,the fifth-grade students receiving the historical teaching are significantly better than the fifth-grade students of traditional pedagogical methods.Second,the integration of mathematics history in teaching can help students overcome the resistance to the letters and recognize the necessity of using letters.When students encounter complicated problems,they have demonstrated the ability to apply letters better than other students.The degree of understanding and application of any number of letters is better than other students.In the face of unfamiliar problems,students showed a stronger ability to solve problems.The integration of mathematics history has also stimulated students' interest in learning mathematics and broadened their knowledge.Third,fifth-graders' general problems with the cognition of using letters replacing numbers are as follows: most students understand that letters can be expressed as arbitrary variables,but the understanding is relatively simple,and when they encounter practical problems,they cannot use letters well;most students have a good grasp of the knowledge that letters are unknown,but in the comparison of two different letters,they cannot accurately summarize the three conditions;almost all students can skillfully use letters to express calculation formulas,but about half of students depend on their common calculation formulas,once they break away from the letters they are familiar with,they cannot accurately find the quantitative relationship between the perimeter and length of a square.