The Construction Of The Mode Of Integrating The History Of Mathematics Into The Teaching Of High School Mathematics Concepts

Since the advent of HPM in 1972,the integration of mathematics history into mathematics teaching has been a core topic.The value of integrating mathematics history into mathematics teaching has been discussed at home and abroad,how the history of mathematics into mathematics teaching is still in the unceasing development stage,especially exploring teaching mode about the history of mathematics into mathematics teaching is less.Mathematics concept teaching is an important part of high school mathematics teaching.The study constructs a model about mathematical history into the teaching of high school mathematics concept,expecting to promote high school teachers to implement mathematics concept teaching better,and for the history of mathematics enter into high school mathematics concept teaching to provide a specific way.In order to construct the teaching mode which could integrate the history of.mathematics into the teaching of mathematics and adapt to the current high school mathematics concept teaching.First of all,questionnaire survey is conducted to investigate the current situation of mathematical history into high school mathematics teaching and the problems existing in the teaching of high school mathematics concepts,and the selected subjects are the working teachers in high school and mathematics education professional graduate student who had taught in high school.Secondly,the author puts forward the theoretical framework of HPM under the guidance of cognitive theory,constructivism and re-creation theory in combination with results of the questionnaire survey,and constructs the teaching mode of mathematical history into the teaching of high school mathematics concept through the analysis of the theoretical framework of HPM and the particularity of high school mathematics concept teaching.Finally,two teaching cases which are plural and logarithmic are designed according to the teaching mode,and the teaching effect of the plural case is investigated.The main research result of the paper is to construct the teaching mode of mathematical history into the concept teaching of high school mathematics which is composed of six section:concept introduction,concept formation,definition concept,concept understanding and reinforcement,concept application,forming concept domain and concept system.In order to integrate mathematics history into concept introduction section and concept formation section,reconfiguration is used as the main method and additional,compliant,replicative strategies are used as auxiliary function,besides the adaptation and replication strategies are used in the understanding and strengthening of the concept and the use of the concept.The teaching mode has four characteristics:operability,culture,integrity and pertinence.Teachers should follow the the principle of purpose,the principle of subjectivity and the principle of acceptability.The teaching model is applicable to some mathematical concepts which need a long time to develop and contain abundant historical and cultural materials.Teachers who use the teaching mode need to get knowledge of mathematical history,mathematics literacy and mathematics teaching accomplishment.The author expects textbook writers to add the relevant content of the history of mathematics when they design teaching materials,and use a way of the combination of explicit and implicit to integrate mathematical history into mathematics textbooks,besides combination of integrating mathematical history into teaching materials and mathematics knowledge.