Research On "circle" Teaching Of Mathematics In Primary Schools From The Perspective Of Mathematical History

The history of mathematics can help teachers predict the obstacles encountered by students in the process of learning,and help students resolve learning difficulties and break through teaching difficulties by analyzing and referring to the inquiry process of predecessors.Taking this as the starting point,this paper selects the contents of the circle in the primary school textbooks,studies the history of the circle,and designs the teaching of the circle from the perspective of the history of mathematics and then discusses the practice.In order to understand the actual situation of mathematics history applied in primary school teaching,this study mainly carried out a survey in the form of questionnaire.It was found that teachers' evaluation of the educational function of mathematics history is generally high,and the primary school students' interest in mathematics historical materials is also greater.However,in classroom teaching,teachers use mathematics history less frequently and always in a single way.Through the analysis,it is found that the main reasons for the current situation of "high evaluation and low application" in the history of mathematics include the following three aspects: first,the shortage of teachers' own mathematical history is insufficient;second,there is no common teaching mode for reference;third,the integration of the history of mathematics into the teaching will occupy the normal teaching time in the classroom.By reading the relevant literature and studying the history of the circle,this paper divides the historical materials of the circle into three parts: historical materials for the circle,historical materials for the perimeter of the circle,and historical materials for the area of the circle.Then on the basis of learning from the predecessors' experiences of overcoming difficulties and understanding circles,combined with the analysis of students',we designed the instructional designs of circle's understanding,circumference and area,then attempted to teach in this way to help students establish and perfect cognitive structure of circle,strengthen their non-intelligence factors of mathematics learning.On this basis,the relevant strategies of incorporating mathematics history into the mathematics teaching of primary schools are introduced: quoting historical quotes;introducing the anecdotes behind knowledge;multiplying solutions to the same problem in historical materials;combinating information technology and historical materials organically;introducing the historical evolution of concepts or publicity;reprocessing of historical materials in combination with the the analysis of students'.