Teaching Case Study Of Junior Middle School Math Concept Based On Mathematical History

The educational value of mathematical history is valued gradually.With the development of New Curriculum Reform,eduction experts and the front line teachers more and more concern the relationship of mathematical history and math education.Concept which is the basic unit of thought is the base that students understand things.How to put concept teaching into mathematical history and what impact of a class with mathematical history affecting on students' cognitive development and emotions are the main reseach problems of the essay.Choosing Grade Eight and Grade Nine students in some middle school in Henan as research objectives,based on research results at home and broad which put mathematical history into math education,I use Post –test group comparison experiment method and select two classes to do a research of mathematical history connected concept teaching separated in Class Eight and Class Nine.Compared to classes which use PEP textbook,I do a survey to reserach objectives by using tests and interview,and collect datas.I adopt quantitative method and qualitative method to study students' cognitive development and emotional attitudes.I use SPSS19.0 statistical software to analyze quantificationally the whole students' grades,the level of students' understanding and multi-level grades.I use interview to analyze qualitatively their attitudes and suggestions about mathematical history connected with teaching.From the study,I get the following conclusions.First,the results of quantitative analysis show that putting mathematical history into concept teaching can strengthen students' understanding of concept and improve their grades.I find that the improvement of average students and students with learning difficulties is obvious.From the level of understanding,students have improved a lot in understanding and the ability of solving problems.Whether that plays a role in deep understanding remains to be discussed.Second,the results of qualitative analysis show that putting mathematical history into Class is helpful to cultivate students' interests on learning math and give them confidence on learning math.Students hope to learn more mathematical history in class.Of course,teachers should connect reality and public knowledge when they choose the materials of mathematical history.According to the research conclusions,I put forward some suggestions for concept teaching.First,focus on the cultivation of enotional values,and carry out the mathematical feelings.Second,we should pay attention to the selection of historical materials and highlight the main themes for student.Third,change the way of learning,increase the interest in math.