Investigation And Strategy Research On The Status Quo Of Integrating History Of Mathematics Into Junior Middle School Mathematics Teaching

Since the new curriculum reform,the history and culture of mathematics have been listed in the "Compulsory Education Mathematics Curriculum Standard(2011Edition)",and there are also basic requirements of teaching.However,in reality,the level of teachers' application of the history of mathematics in teaching are still somewhat unsatisfactory,which results in the phenomenon of "high evaluation but low application" of the history of mathematics.Under this background,it is of great significance to investigate the integration of the history of mathematics in the current junior high school mathematics teaching.The aim of the investigation is to find the existing problems,to summarize some laws,and to put forward some effective solutions.This paper takes some junior high schools in Jiangsu province as the investigation object,the purpose is to investigate the status quo of using the history of mathematics in junior high school,so as to roughly understand the overall situation of integrating the history of mathematics into junior high school in Jiangsu province.The investigation was conducted from three dimensions.Firstly,when it comes to the teaching materials,the integration of the history of mathematics in the teaching materials was analyzed in combination with the junior high school mathematics teaching materials published by Jiangsu Education Press.Secondly,when it comes to the teachers,the aim is to investigate teachers' knowledge of the history of mathematics and how to think about the application of the history of mathematics in the classroom.Finally,when it comes to the students,the aim is to investigate the students' knowledge of the history of mathematics and how to view the integration of the history of mathematics into the mathematics classroom.Then,to analyze the reasons which result the phenomenon and to put forward some suggestions from the perspectives of teaching materials,teachers and students according to the results of the investigation.The main conclusions are as follows:Firstly,judging from the application of the history of mathematics in the teaching materials,there are abundant historical material about mathematics in the junior high school mathematics teaching materials of the Suke edition.However,there is still room for improvement in location distribution,knowledge domain and ways of presentation.Secondly,based on the survey and interviews of junior high school maths teachers,the current level of mathematics history literacy of the teachers is still not ideal,and teachers' ability to use mathematics history in actual needs to be improved.Thirdly,based on the survey of junior high school students,most of them still prefer the relatively novel teaching mode of integrating the history of mathematics into the classroom.However,due to various reasons,the current situation of students' accomplishment level in the history of mathematics is not satisfactory.Finally,according to the survey results from the three perspectives of teaching materials,teachers and students,relevant teaching strategies are put forward.From the perspective of teaching materials: Promote the diversity of mathematical historical materials;Enrich the content of mathematics history in "statistics and probability";Add "reconstruction" integration mode.Teacher's perspective: read more,study actively,and be willing to practice.From the perspective of students: carry out research-based learning and use school-based curriculum.Based on the above research results,there is still a long way to go before the history of mathematics can be integrated into junior high school mathematics classroom teaching,and to take this road well,we must start with the reform of teaching materials and the improvement of teachers' literacy level in the history of mathematics.Only when the teaching materials are improved and the teachers' ideas are improved can the students' accomplishment in the history of mathematics be better promoted.