Practical Research On Integrating Mathematical History Into Mathematics Teaching In Rural Primary Schools

With the development of educational reform,the problems of teachers' teaching abilities,teaching equipments and educational resources in rural education affect the development of rural primary education.Primary school mathematics is an important course in primary school.The interest and ability of primary school mathematics training is also the basis for learning mathematics in the future.There has been a change in the content of teaching,teaching methods and teaching purposes,especially the integration of knowledge about mathematical historical materials.Therefore,based on the theoretical knowledge and frontline teaching practice,the author starts with changing the teaching mode of mathematics classroom in rural primary schools,and integrates the study of mathematics history into classroom teaching,so that students can understand the stories,thoughts,and ideas in the process of mathematics development.Logical thinking and charm,etc.,to improve students' enthusiasm and initiative in learning mathematics.This article starts the relevant research from the following aspects.First,on the basis of fully reading and combing the relevant literature results and theories,the author has determined the research direction,that is,the analysis of the status quo,problems and methods of the integration of mathematics history in rural primary school mathematics teaching.Second,combined with research issues,teaching experience and exchanges with other front-line teachers,the author believes that there are certain differences between rural primary schools and urban primary schools,and there are some problems in teaching materials,teacher education concepts and levels,and information technology applications.In order to more clearly grasp the relevant questions of teachers and students about the integration of mathematics history into classroom teaching,the author designed questionnaires for teachers and students to conduct field research.The results of the teacher questionnaire show that rural primary school mathematics teachers are affected by factors such as teaching resources,lack of knowledge of their own mathematics history,and examination syllabus.More than 60% of teachers have a positive attitude toward the integration of mathematics history into classroom teaching mode,but effective implementers do not..In the student's survey results,it can be found that many students with intermediate mathematics are eager to increase the knowledge reserve through the study of mathematics history and improve the learning initiative of mathematics.Third,the number and the algebra part run through the primary and secondary mathematics knowledge,and it is also the focus and difficulty of students' learning.Therefore,the author selects the three teaching contents of "Generation of Numbers","Bracelet",and "Numbers by Letters".In the fourth grade of their own,they form a group of 6 people,each group of 6 people,let these group members Participated in the teacher's teaching plan writing,students have mastered new knowledge while listening to math stories.The students said that the teacher's teaching design is easy to understand and easy to understand.The students of the group members collected from the beginning of the materials to the class,and the performances were particularly active and active,indicating that the students accepted and liked such classroom teaching.Fourth,after completing the actual teaching case,the teacher interviewed.The teacher said that the new curriculum standard and the school management recognized the importance and urgency of changing the traditional teaching mode.The integration of mathematics history into the classroom teaching can be well transferred to the students.The enthusiasm for learning and the interest in mathematics are very much in favor of this teaching change,but there are also some difficulties in the implementation of the age-advanced teachers,the difficulty of teachers' teaching tasks,and the requirement for examinations.Fifth,the author combines his own teaching experience and teacher interviews,and believes that in order to effectively integrate the history of mathematics into the classroom,it is necessary to start from the following two aspects.First of all,at the teacher level,teachers should cultivate and evaluate students in a diversified manner;strengthen their own mathematical literacy and improve their teaching level;and infect students with the teacher's mathematical culture.Secondly,from the aspect of teaching plan design,the problem-oriented,take students to appreciate the development of mathematics;use the story of mathematicians as a clue to explore the formation process of mathematics knowledge;the mathematics knowledge in the classroom teaching of the history of mathematics should be explained in simple terms.In short,the author through the above aspects of the analysis and study that the integration of mathematics history into classroom teaching is a highly feasible method that can change the current state of teaching.The author will strive to bring the history of mathematics into the classroom through objective,reasonable and effective ways,so that more students can understand the history of mathematics development,mathematics thinking,mathematics thinking,etc.while learning knowledge.