The History Of Mathematics Is Integrated Into The Teaching Practice Of Complex Concepts

The complex number is derived from the solution of the 12 th century equation,and it was not until the late 18 th and early 19 th century that the complex geometric meaning of the complex was established.It further popularized the application and combined with the concept of function to form a new branch of mathematics,the complex variable function,which is widely applied in physics,astronautics and other aspects.Complex number is a link between elementary mathematics and higher mathematics,and it is an important branch and tool in advanced mathematics.At the same time,complex number occupies an important part in the expansion of number system.As high schools continue to carry out curriculum reform,the demand for plural numbers is decreasing.Therefore,most of the research on the plural number is complex number,and the study of the complex number is relatively rare.From the existing literature,it is found that HPM teaching theory provides the feasibility of integrating mathematical history into the teaching practice of complex numbers.Researchers through the screening of the complex history,aimed at the transformation of academic form the complex teaching form of the complex,presents a method of the history of mathematics is introduced using the concept of complex teaching cases,and the case of the teaching practice,the main objective is to study the history of mathematics into complex teaching cases for students to study the impact of complex concept,and the impact of the teachers in the complex teaching aspect.This article selects the De Yang city a experimental classes,a high school sophomore year based on a single set of experiments,through the history of mathematics can be incorporated into the complex teaching in the teaching practice,The study of students' teaching feedback was carried out with questionnaires.adopt the method of stratified sampling of the top students in this class,middling and poor student interview five students were extracted,also has carried on the interview to your math teacher.The conclusions of this study are as follows:First,the influence of the students to learn the concept of plural numbers: 1.the history of mathematics into complex teaching,enhance the students understanding of the complex concepts,help students clarify the imaginary unit in the imaginary unit,the concept of promoting students' understanding of the concept of equal to.It provides the basis for learning the geometric meaning and complex numbers of the complex numbers later.It also provides a new direction for students to learn new knowledge in the future.2.After the mathematical history is integrated into the complex teaching,the students' interest in learning the concept of complex numbers is aroused.Students can actively participate in the process of the exploration of the complex number concept and actively think about the reasons for the contradiction.The atmosphere in the math class has also become very harmonious.Two,the influence of the teacher's complex teaching1,the influence on the mathematics professional knowledge of the teacher's complex number.By reconstructing the concept of complex number in the complex history and teaching material,the teacher deepens the understanding of complex number and clarifies the origin and development of the complex development,and clears the knowledge structure of complex chapter.It can also help teachers to predict the difficulties encountered in the study of the complex,and find the key to solving the difficulties.2.Influence on Teachers' teaching field of vision.Through studying the history of complex mathematics,teachers can understand the lateral development and the vertical development of complex number,so that the height of teachers' station is increased.When dealing with complex related knowledge,we can think about it from different angles and design teaching cases.