Research On The Current Situation And Improving Strategies Of The Integration Of History Of Mathematics Into Mathematics Teaching In Primary Schools

The new curriculum standard points out that the teaching content of mathematics curriculum should reflect the needs of society,the characteristics of mathematics,and conform to the cognitive rules of students.Integrating the history of mathematics into elementary school mathematics teaching is conducive to stimulating students 'interest in learning and triggering students' thinking in mathematics,and it also reflects the essence of mathematics.Although the value of the history of mathematics has been paid more and more attention in recent years,there is still a phenomenon of high voice and few applications in the teaching process of mathematics in primary schools.Incorporating the history of mathematics into elementary school mathematics teaching has not attracted widespread attention from teachers,and lacks guidance for the integration of related academic research.Therefore,how to efficiently and appropriately integrate the history of mathematics into the teaching of mathematics in elementary school is a subject worth studying.This study selects four primary schools in Yueyang as research cases,comprehensively uses literature research methods,questionnaire survey methods,interview methods and classroom observation methods,analyzes the current situation of the integration of mathematics history into primary school mathematics teaching,discusses the existing problems and the causes of the problems,and finally puts forwardImprove strategy.The study found that the following problems exist in the integration of mathematics history into elementary school mathematics teaching:improper integration of mathematics history into the teaching content-single source of mathematics historical data,incomplete selection of the content of mathematics historical data,improper control of the difficulty of mathematics historical data;unreasonable distribution of mathematics history into the teaching ——The proportion of adding mathematics historical materials at the end of the class is high,and the proportion of mathematics historical materials as after-school reading assignments is high;the integration mode of mathematics history is relatively simple ——the teacher has a high proportion of oral narration,mainly based on the abstract attachment type.Integrate knowledge points.The main reasons for the above problems include: the lack of teachers 'cognition of the integration of mathematics history into mathematics teaching,the inadequate reserve of teachers' own knowledge of mathematics history,the inadequate ability of teachers to integrate mathematics history into teaching,and the lack of relevant training for teachers.Finally,this study proposes the following improvement strategies: teachers raise awareness and consolidate knowledge of the history of mathematics;promote teaching through research and integrate science into the history of mathematics;prepare sufficient contents of thehistory of mathematics when preparing for the lesson;choose the right time to integrate into the history of mathematics;choose the right way to integrate Mathematics historical data;actively carry out collective teaching and research activities in the history of mathematics;strengthen evaluation and strengthen research guidance;strengthen training and promote the study of curriculum;clarify teaching evaluation and strengthen performance evaluation;expand the research perspective and develop multiple curriculum.