Research On The Effectiveness Strategy Of Mathematical History Integrating Into High School Function Teaching

The curriculum reform of ordinary high school is more and more in-depth.By the end of 2017,the Ministry of Education issued the " Standard of Mathematics Curriculum for General Senior High School(2017 Edition)",which proposed a new requirement to “promote students' core qualities in mathematics”.To achieve the purpose of quality education and improve students' core knowledge of mathematics,infiltration of mathematical culture is an important measure.Function knowledge is an important content and basis of the entire high school mathematics in the textbook 1 teaching material.Therefore,the integration of the teaching of mathematics into the teaching of functions has become a hot issue.It deserves attention and is worth studying.This study uses literature research,text analysis,questionnaire,interview and teaching practice,which aims to solve two problems: First,what is the present situation? From the three aspects of teaching materials,teachers and students,the investigation is carried out to understand the current situation of the integration of the knowledge of mathematics history in the function teaching of high school.Second,how to change the problems in the current situation? In view of the results of the investigation,this paper puts forward the effective strategy of integrating mathematics history into the function teaching of high school from two aspects of theory and practice.The research conducted questionnaires and interviews with teachers and students in different levels of school about mastery of knowledge of mathematical history of functions,attitude and behavior of integration of mathematical history into functional teaching.Based on the teachers 'and students' preferences of mathematical history,doubts and obstacles in integrating knowledge of mathematics into function teaching,this paper puts forward some effective strategies for integration based on the analysis of the problems and the theoretical research.The main conclusions are as follows: first,the way of presenting knowledge of math history in Compulsory 1 textbook is a little simple;Second,teachers and students are positive but negative in behavior,that is the so-called ‘High evaluation but Low application';Third,the barriers to the integration of mathematical history into function teaching are:(1)insufficient knowledge reserve of mathematical history of teachers' functions;(2)no suitable integration cases.The strategies proposed by this paper include: First,the compilation of compulsory 1 text-books should enrich the content and presentation of the history of mathematics,and selectively introduce the life of mathematicians in detail;secondly,this strategy shoul improve teachers' enthusiasm and initiative of knowing the value of education in learning the history of mathematics.And it requires that teachers should diligently reflect on the actual function of teaching in order to really give play to the value of knowledge of mathematical history;Thirdly,this paper constructs the process of integrating the history of mathematics into the teaching of high school functions,it is also the innovation of the research,and designs the teaching case that the history of mathematics is integrated into the teaching of high school.After the practice of teaching the case,the article reflects and evaluates the practical effect of the case.It is hoped that this study will attract the attention of front-line teachers to the integration of mathematics history into mathematics teaching and recognize its important value,providing reference for teachers' teaching and professional development.