Action Research Of Integrating History Of Mathematics Into Junior Middle School Mathematics Teaching

In recent years,the relationship between mathematics history and mathematics education has been a topic that continuously explored.The history of mathematics is a part of mathematics culture,and mathematics culture is also an important part of the development of human culture.Therefore,the history of mathematics has a good cultural research and educational value.In 1972,the 2nd Intermational Conference on Mathematics Education was held in the UK.The International Study Group on the Relations between History and Pedagogy of Mathematics(HPM)was established.One of the research work of HPM is the study of the history of mathematics in education orientation.The concepts,formulas,theorems,and the history of problems in the mathematics curriculum are studied,and the history of mathematics is integrated into mathematics teaching.The research content of mathematics history into junior high school mathematics teaching is mainly in "why to integrate into the history of mathematics" and "how to integrate into the history of mathematics".The positive meaning of the integration of mathematics history into mathematics teaching has been unanimously recognized by people,and how to integrate is the key to research.At present,there are many researches at the theoretical level,and there are relatively few researches on the design and application of specific teaching examples.Based on the investigation and analysis of the current situation,this paper combines specific case examples to implement the action research of two rounds of mathematics history into mathematics teaching.First of all,through questiomnaires,interviews,etc.,we can understand the current situation of the integration of current mathematics history into junior high school mathematics teaching.First,teachers and students have poor mastery of mathematics history.Second,although there are fewer teachers in teaching.Integrating the history of mathematics,but classroom learning is the way for most students to contact the history of mathematics.Third,teachers and students are positive about the integration of mathematics history into mathematics teaching.They all think that mathematical history integrated into mathematics is very important.Then,the two rounds of mathematics history into mathematics teaching were implemented.Based on the investigation of the current situation,the first round of action was carried out:the current mathematics history was integrated into the problems of junior high school mathematics teaching,and the solution was proposed.Based on the content of the seventh grade(the second volume)of "parallel",the teaching design of the integration of mathematics history was carried out.Implementation,real-time observation,information feedback and reflection.Rethinking the first round of action found that there are still the following problems:too much content in the history of mathematics;no processing of mathematical history;In the face of existing problems,learn to accept the relevant teaching design theory,and formulate historical materials to carry out the second round of actions.This round of action research is a lesson in the eighth grade(the first volume)of the Pythagorean Theorem,with the help of double-space theory for teaching design and reflection.Through theoretical research and analysis of teaching examples,it is of certain teaching significance to propose the strategy of integration of mathematics history from three aspects before,during and after class.