Research On The Integration Of Mathematics History In The Teaching Of Mathematics Concepts In Junior High Schools

Mathematical concepts are an extremely important part of junior high school mathematics,and this building of mathematics must be built on a solid foundation of mathematical concepts.The learning of mathematical concepts is the only way to learn mathematics and solve mathematical problems,but the problems of mathematical concepts in actual teaching are particularly prominent.Under the background of exam-oriented education,concept teaching pays more attention to the memory and use of concepts,and rarely introduces the generation and development of concepts.This directly leads to the fact that students only know what the concept is and do not know why,and cannot understand the essential attributes of mathematical concepts,which further hinders the cultivation of students' learning enthusiasm and initiative.The "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" clearly states that it is necessary to make full use of historical events,mathematics history,and stories of mathematicians to broaden students' horizons,enrich teachers' mathematics resources,and promote students' mathematics learning.Therefore,the integration of the history of mathematics in the teaching of mathematical concepts has also become an inevitable way to promote the development of mathematical concept teaching.This article mainly uses the literature review method and questionnaire survey method to study the integration of the history of mathematics in the teaching of mathematics concepts in junior middle schools.First,conduct a questionnaire survey for students and teachers separately to analyze the problems of the integration of the history of mathematics in the concept teaching of junior high school,and understand the current status of the integration of the history of mathematics in the concept teaching of junior high school:(1)The difficulties of students in learning mathematical concepts come from Because of the students' thinking ability,the teacher's teaching methods and the abstract problems of mathematics concepts themselves;(2)In the process of learning the history of mathematics,students lack initiative,fail to form a correct view of mathematics learning,and emphasize results rather than process;(3)Most teachers agree with the integration of the history of mathematics in the teaching of mathematics concepts in junior high schools,and believe that such integration can help students learn mathematics in all aspects,but the integration of the history of mathematics in actual teaching is relatively small.Based on the results of the questionnaire survey,in view of the various problems in the teaching of mathematics concepts in junior high school,the three aspects of integration principles,basic requirements and integration strategies are used to explore how to integrate the history of mathematics in the teaching of mathematics concepts in junior high schools:(1)Put forward the principles of scientificity,authenticity,diversity,interest and flexibility;(2)Put forward the basic requirements of mathematics history in junior middle school mathematics concept teaching for teachers and teaching respectively;(3)Under the guidance of the "principle of history" and Freudenthal's "re-creation" thought,the strategy of integrating the history of mathematics in the teaching of mathematics concepts in junior high schools is proposed: history is used to promote thinking and inspire thinking;history is used as a guide to carry out "Re-creation".It is hoped to provide some help to front-line teachers to make the integration direction of the history of mathematics in the teaching of mathematics concepts clearer.Finally,on the basis of the relevant integration principles,basic requirements and strategies put forward,a teaching case related to this research is designed.The implementation of the strategy is reflected in the case,so that readers can more clearly feel the process of integrating the history of mathematics in the teaching of mathematics concepts for teaching reference.