The Integration Of Mathematics History Into Junior Middle School Mathematics Teaching And Its Countermeasures

With the new round of curriculum reform,more and more educators are aware of the importance of mathematics history in mathematics education.The integration of mathematics history into mathematics teaching has become a hot topic of scholars at home and abroad.At present,domestic mathematics teaching is mostly based on “question sea tactics”,which seriously ignores students’ emotional education and thinking improvement,while mathematics history can make mathematics full of humanity.So,what is the current state of mathematics history in junior high school mathematics? What are the reasons for this situation? How to improve?In view of the above problems,this paper is based on domestic and foreign literature research,with the integration of mathematics history into junior high school mathematics teaching.The questionnaire survey of 120 junior high school mathematics teachers in Xinyang City and 12 teachers were interviewed.The following conclusions were drawn: At present,the knowledge of mathematics history of junior middle school teachers is seriously insufficient.Although the majority of teachers recognize the importance of mathematics history teaching,they are rarely used in practical teaching.In combination with teacher interviews,the reasons for this situation are as follows:(1)teachers lack the knowledge of mathematics history required for teaching,and no relevant cases are available;(2)teachers’ understanding of the educational value of mathematics history is not in place;(3)The course schedule is tense,and the integration of mathematics history into mathematics teaching takes up too much classroom time;(4)the restriction of the examination system and the teacher evaluation model;(5)Step up the compilation of mathematics history teaching cases suitable for junior high school mathematics teaching.In view of the dilemma of integrating mathematics history into junior high school mathematics teaching,this paper proposes the following strategies:(1)Strengthening the training of mathematics history of pre-service and post-employment teachers;(2)Providing a history of mathematics into the typical case of mathematics teaching,and perfecting teachers’ education of mathematics history(3)Investigate the appropriate integration of mathematics history knowledge in the examination;(4)Intensify the preparation of mathematics history teaching suitable for junior high school mathematics teaching Case.According to the principle of mathematics history teaching case preparation,the author chooses the “application example of similar triangle” to compile the case and practice in the classroom.After the class,the questionnaire is distributed to the students to find out that the students like to integrate mathematics history into mathematics teaching and think of mathematics history.Teaching helps with your own mathematics learning.The research in this paper finds that the history of mathematics is in the embarrassing situation of "high evaluation and low use" in mathematics teaching;the majority of teachers and students welcome the integration of mathematics history into mathematics teaching;the junior middle school mathematics teachers have rich teaching experience,but the knowledge of mathematics history is lacking.There are many reasons for the formation of this status quo.The main reason is the lack of knowledge of teachers’ own mathematics history,and they do not know how to integrate mathematics history into mathematics teaching.There is a lack of mathematics history teaching cases that can be directly used.The problems of the history teaching case also feel that there is no way to start.