The Strategy Study Of Mathematics History Into Mathematics Teaching In Primary Schools

Klein once said that history is a guide to teaching.The author thinks that the history of mathematics is the guide of mathematics teaching.Incorporating the history of mathematics into primary school mathematics teaching can help students understand mathematics,understand the reasons why mathematics is,experience that mathematics comes from life,absorb wonderful mathematical thinking,and feel the greatness of mathematicians and the unique charm of mathematics.Primary school mathematics teachers pay attention to the history of mathematics is not to teach the history of mathematics,but to better teaching,cut the body of history is not only a review of the past,more important is a warning of the present and a future outlook.The history of mathematics presents the history of mathematical knowledge,and describes how human understanding of mathematics is carried out step by step,and witnessed the formation of mathematics.This paper studies the necessity,present situation,problems and causes and strategies of the integration of mathematics history into mathematics teaching in primary schools.The history of mathematics can promote students' understanding of the nature of mathematics,broaden their horizons to think about problems,stimulate students' interest in learning mathematics,cultivate students' cultural self-confidence and enhance students'confidence in the face of learning disabilities.The author firmly believes that the history of mathematics is very valuable to the mathematics teaching in primary schools,so the study of the integration of mathematics history into the mathematics teaching in primary schools,first of all,taking qingdao version of the primary school mathematics teaching materials as an example to carry out the text study of the teaching materials,found that the current mathematics teaching materials in the selection of mathematics history,the use of methods,column distribution there are some shortcomings.This will certainly affect the quality of teachers' integration into the teaching of mathematics history.Secondly,the author of Chengyang District,Qingdao primary School teachers to conduct a questionnaire survey,and combined with the interview survey of teachers in the three primary schools in the district and classroom observation,found that there are many problems in the current Qingdao primary school mathematics teachers to carry out mathematics history teaching,such as teachers on the teaching design lack of mathematical history dimension thinking,in teaching will miss the opportunity to integrate into the history of mathematics.The teacher's strategy of integrating into the history of mathematics is not right.In view of the reasons found,the author thinks that the concept of teachers' integration into the teaching of mathematics history is weak,the teacher's knowledge reserve of mathematics history is insufficient,and the guiding value of mathematics history in teaching materials is limited,so the teacher's classroom teaching effect is not good.On the basis of the current teaching materials,the author puts forward some suggestions on how teachers can effectively integrate the history of mathematics into teaching:(1)teachers should change the concept of teaching in the history of mathematics;(2)teachers should improve their theoretical understanding of the history of mathematics;(3)improve the depth and breadth of the history of mathematics into classroom teaching;and(4)enrich the way for students to understand the history of mathematics outside the classroom.