Case Study Of Teaching History Of Mathematics Into High School Mathematics

During recent years,the educational value of mathematics history has become increasingly prominent,and the course teaching of mathematics history has opened up a new way for mathematics education,which plays an important role in promoting the new curriculum reform and the process of quality-oriented education.But the teaching current situation of integrating mathematics history in our country is not optimistic,among which the lack of mathematics history teaching cases and the unconformity between existing cases and teaching reality are two very important factors.Teaching case studies that incorporate the history of mathematics can alleviate the problem of lack of cases,but also provide ideas and directions for the development of cases.Inequation is closely related to function,series and so on,and occupies an important position in the college entrance examination,but the mathematical history cases in the inequation are still relatively lacking.Based on this,based on the content of high school inequation,this thesis designs three teaching cases of"mean value inequality","Cauchy inequality" and "mathematical induction prove inequality",which are integrated into the history of mathematics.In the process of case development,this thesis discusses the process of teaching case development which integrates the history of mathematics:Thematic confirmation;excavation and collection of mathematical historical materials;collation and analysis of mathematical historical materials;design of teaching cases;classroom teaching inspection.This thesis designs the teaching case of inequation from the perspective of history.From reconstructing history,comparing methods,and introducing figures,the thesis designs process,methods,figures the main lines of mathematical history into teaching.By reproducing the development process and proof method of inequation,creating activities,and reconstructing problems,at the same time,using the data of famous mathematicians to cultivate students' spirit of studying and exploring mathematics.Finally,this thesis testes cases by teaching.Teaching practice shows that the teaching cases in this study can effectively stimulate students' interest in learning,enrich students' knowledge of mathematics history and mathematical thinking,and be recognized and praised by students.Based on the results of the interview,the following conclusions are drawn:(1)In the course of the development of teaching cases,appropriately increasing obvious historical materials.Obvious historical materials like the isoperimetric problem,which can give students an intuitive feeling and increase students' interest in learning.(2)The case should choose the appropriate main lines of design according to the characteristics of the mathematical topic,and not all the mathematical topics have a distinct historical development order.(3)The integration of mathematics history into the classroom teaching of inequation can effectively improve students' cognition and understanding of inequation,and also can cultivate students' interest.Based on this,recommendations for case development and case design are presented:(1)To establish contact between the history of mathematics and the"curriculum standard" and teaching materials,and to give full play to the educational value and subject value of mathematical history.The developed teaching cases should meet the requirements of mathematics teaching in senior high school,and arrange the teaching process reasonably.(2)Don't construct the ivory tower of mathematical history.The integration of mathematical history and mathematics should be combined with teaching practice and student level,and be integrated with the form of students' easy to accept,such as interspersing mathematical stories,playing video and animation,etc.,but it can't be separated from the connotation and characteristic of the history of mathematics.Through the teaching case study of integrating the history of mathematics,it is expected to provide a reference for the teaching of inequation for first-line teachers and the case development of other topics in senior high school.