A Survey And Analysis Of The Current Situation Of Primary Mathematics Teachers' Knowledge In Mathematics History

In 1972,International Commission on Mathematical Instruction(ICMI)established a research group specializing in the relationship between mathematics' history and mathematics teaching,entitled as HPM.It shows that research of history of mathematics and mathematics education has been conducted for a long time,and it is an important topic for international research of mathematics education.As a member of the International Council for Educational Research mathematical,in our country,many of mathematics historians and mathematics educators actively devoted to this research work.With the deepening of HPM research and promotion,the history of mathematics' educational value is widely known.The knowledge on history of mathematics not only brings benefits to self-development for teachers,but also helps them treat teaching from a higher perspective,grasp mathematical thought and methods,and control the mathematics classroom.Also,it helps to train students' mathematical thinking,helps them form a correct mathematics view.Therefore,in China,during the process of promoting the new curriculum,the education departments take more attention to history of mathematics and cultural of mathematics education.In the new round mathematics education course reform,the elementary school mathematics textbooks from PEP,Jiangsu and Beijing Normal University or others edition all add related knowledge about the history of mathematics in the form of"Did you know?".The history of mathematics,as an important part of mathematics culture becomes extensively concerned.Meanwhile,it makes more demands on mathematics teachers to gain knowledge.Thus,it is with a certain practical significance to make a further study,which about the currently level of the primary school teachers and pre-service teachers ' the history of mathematics knowledge,the way of gaining knowledge of the history of mathematics and the evaluation of their educational value of mathematics history.This thesis takes a survey by questionnaire and interviews to investigate the history of mathematics knowledge of the primary school teachers and pre-service teachers.Before the survey,it designs a questionnaire based on "mathematics curricular standards(2011 Eition)" as reference,and mathematical historical data from new PEP primary compulsory education mathematics textbooks as the main content.And then,the paper uses the SPSS statistical software to organize the investigation data,apply parametric to test,ANOVA and other statistical methods.In the end,further analyze causes of the problems reflected from the questionnaire and list interview outline.Finally,this thesis comes to the conclusion:(1)the primary school teachers and pre-service teachers' history of mathematics knowledge level is not high generally;(2)the main way to acquire knowledge:history of mathematics class,elementary school mathematics textbooks and network resources.(3)The primary school teachers and pre-service teachers lack enthusiasm in learning the history of mathematics knowledge actively;(4)The teaching of mathematics history curriculum has little effects.(5)The differences are not obvious on the knowledge level of the history of mathematics on many factors,which reflects the primary school teachers' level of mathematical knowledge is generally not high currently.For the current situation of primary school teachers and pre-service mathematics teachers'knowledge of the history of mathematics,the thesis puts forward three suggestions:(1)it should strengthen the history of mathematical education for the primary school mathematics teachers from multi-mode,multi-channel,to enhance the level of knowledge of mathematics history;(2)optimize the structure of the history of mathematics curriculum,strengthen mathematical history education for pre-service teachers who the majors of elementary education;(3)seep the knowledge of the history of maths in maths teaching for the Mathematics of normal schools.