An Investigation On The Integration Of Mathematics History Into Mathematics Teaching In Senior High School

The history of mathematics is a science that studies the origin and development of mathematical concepts,mathematical methods,mathematical thoughts,and their connection with social politics,economy and culture.The history of mathematics and mathematics education are inseparable,and their mutual penetration and organic combination are of great significance to the development of mathematics and mathematics education.As far as the current high school mathematics education is concerned,integrating appropriate knowledge of mathematics history into mathematics teaching is not only the requirement of the new curriculum standard,but also the examination site of the college entrance examination,and is also an important way to cultivate the core quality of mathematics.Therefore,it is very necessary to take this as an argument for research.At present,the issue of how to effectively integrate the history of mathematics into high school mathematics teaching has received extensive attention,and many scholars have also expressed their views on this issue.Taking 5 high schools in h county,s province as an example,this paper uses the research methods of questionnaire survey,interview,test,text research and classroom observation to make qualitative and quantitative analysis of the current situation of the integration of mathematics history knowledge in high school mathematics teaching from the two aspects of " teaching" and " learning",find out the root causes,and propose relevant measures to provide reference for the integration of mathematics history in high school mathematics teaching.This paper mainly does the following work.First of all,to study and sort out the relevant literature,to explore the value of integrating the history of mathematics into mathematics teaching,to find out from the historical context the various methods provided by mathematicians to solve differentproblems,as well as the diversified mathematical ideas shown.The purpose of this paper is to understand the previous work and provide research space for this paper.Secondly,the key to the effective integration of mathematics history in senior high school mathematics teaching lies in teachers.This paper analyzes the attitude,frequency,mode and mastery of mathematics history knowledge from the aspects of teachers' attitude,frequency,mode and mastery of mathematics history knowledge.To investigate the teachers' teaching situation of integrating the history of mathematics into the teaching.In mathematics teaching activities,students are the main body of learning.How to arouse students' interest in learning and improve their learning effect through the integration of mathematics history knowledge is the key to the problem.This paper revolves around the students' understanding of mathematics history.The attitude of learning the history of mathematics,the understanding of the importance of the history of mathematics,the initiative and way of learning the history of mathematics,and so on,so as to understand the students' understanding of the teaching.Integrate into the study of the history of mathematics.Finally,the following conclusions are drawn from the analysis of the data: teachers have a poor grasp of the history of mathematics,generally hold a negative attitude towards the integration of the history of mathematics into the teaching,and the frequency and level of the integration of the history of mathematics into the teaching are less and lower;The students' understanding of the history of mathematics is not good,the importance of learning the history of mathematics is not in place,the initiative is insufficient,and the attitude towards the integration of mathematics history into teaching is different.This paper analyzes on the causes of the above phenomena,puts forward some measures for integrating the history of mathematics into mathematics teaching from three aspects of students' teachers' schools,and mainly puts forward some concrete feasible suggestions for teachers from "after class before and after class".