Investigation And Research On The Difficulty Of Integrating The History Of Mathematics Into The Teaching Of Mathematics Teachers In High Schools

Mathematics is a living science.There is profound history,spirited present and potential future behind mathematics.Therefore,it is not wise for us to put aside mathematics history to study mathematics purely.Mathematicians,mathematics historians and mathematics educators have already paid attention to mathematics history.“Mathematics Curriculum Standards of General High School(2017 edition)” released recently emphasizes fusing mathematics culture into mathematics curriculum,and mathematics history is an important aspect of mathematics culture.According to the research result,high school teachers generally recognize the educational value of mathematics history and they are willing to fuse mathematics history into teaching,so as to promote the learning of students.However,the phenomenon of “high evaluation and low application ” of current mathematics history is still common,especially in high school teaching with tough tasks and high pressure.For newly recruited high school mathematics teachers,the inclusion of mathematics history into mathematics is even less satisfactory.Therefore,researching the reasons why it is difficult for newly recruited mathematics teachers to fuse mathematics history into teaching and proposing targeted effective countermeasures according to the reasons is conductive to exerting educational value of mathematics history,which is of great significance to the mathematics learning of students and the teaching level of teachers.The paper mainly uses literature research method and interview survey method.Through the literature research method,the author understands the current research status and research results of the inclusion of mathematics history into teaching at home and abroad,so as to prepare for later study.The author interviews 36 newly recruited high school mathematics teachers from different cities of Shandong province successively in the form of interview survey,such as Jinan,Qingdao,Weifang and Zibo.The author deeply analyzes the survey result and finds the reasons of inclusion difficulties according to deficiencies and difficulties.And the reasons are as follows.The teachers lack knowledge of mathematics history before they are recruited,resulting in inclusion difficulties.The teachers understand knowledge of mathematics history,but they are not clear about the contents that “should” be fused into teaching.The teachers don’t know how to fuse mathematics history into high school mathematics teaching.The teachers lack the necessary teaching practices and thus cannot be successfully integrated into practical teaching.High school mathematics teaching has heavy tasks and fast progress,and the teachers don’t know how to adjust and arrange teaching to integrate mathematics history into teaching successfully.The recruited teachers rarely take the initiative to learn and accumulate knowledge of mathematics history.The teachers rarely try to fuse mathematics history into teaching and lack related in-depth reflection and summary.According to the research results aiming at inclusion difficulties of mathematics history,the paper proposes corresponding basic requirements for newly recruited high school mathematics teachers.Enriching the teachers’ knowledge of mathematics history constantly is the basic requirement for valid inclusion.Understanding and grasping the inclusion ways of mathematics history is the key to achieve inclusion.Teachers should proactively learn about teaching cases involving the integration of mathematics history.Teachers should try to integrate with relevant excellent teaching cases in teaching.In-depth reflection and accumulation of experience are also important links to improve the level of integration.Several questions need to be clarified.Classroom teaching is the main way of the fusion of mathematics history.Therefore,this proposes corresponding specific requirements for newly recruited high school mathematics teachers.Teachers should make adequate preparation and think about teaching design with the fusion of mathematics history.Transformation of the educational form of mathematics history is the key to effective inclusion.Teachers should select appropriate and accurate contents of mathematics history for specific teaching content.Teachers should integrate specific teaching knowledge with different perspectives to integrate mathematics history.Teachers should make timely in-depth reflection and experience for class integration practice.Finally,in terms of the current low level of reconstruction,presentation of teaching cases should be conducted.