Research On The Strategy Of Integrating Of Mathematics History Into Primary School Mathematics Teaching

The standard of mathematics curriculum emphasizes re-examining the mathematics curriculum from the historical perspective,it emphasizes the irreplaceable role of the history of mathematics in the basic education stage.In recent years,with the proposal of the fundamental task of moral education and the concern on the core accomplishment of mathematics,the integration of mathematics history into teaching will also play an important role in the realization of the fundamental task and the cultivation of the core accomplishment.Meanwhile,the new curriculum reform in the elementary education emphasizes re-examining mathematics teaching from the perspective of cultural education,and advocates the teaching of infiltrating culture,which undoubtedly highlights the necessity of integrating mathematics history into teaching.For the front-line teachers,why and how to integrate into the classroom are the urgent problems.This research takes these as questions,frontline teachers are selected as the research objects.Through the observation method and the interview method,to understand the practice of the history of mathematics into the primary school mathematics teaching,and analyze the existing problems and causes.Finally on this basis,it puts forward targeted teaching suggestions.First of all,according to the process of integrating the history of mathematics into teaching,this paper analyzes the current situation of the integration of mathematics history into primary school mathematics teaching,it is from the five aspects of the source,content,link,method and effect of the integration of mathematics history.It is found that there are the following problems in the integration of mathematics history into primary school mathematics teaching: firstly,the source of mathematics history into teaching is narrow,mainly relying on textbooks,teaching reference and network resources;Secondly,in terms of the content,most of them are related to mathematics history of mathematicians and mathematical symbols,even some of them are missing.Thirdly,in the integration link,the history of mathematics is mostly presented in the summary link,and lacks integration with knowledge points;Fourthly,in terms of integration methods,replicative and additional integration are the main methods,while reconstructive and adaptive integration are rarely adopted.Fifthly,from the perspective of effect,integrating mathematics history into teaching plays a prominent role in stimulating students' interest,but it doesn't serve students' thinking development effectively.Besides,through analysis,it is concluded that the causes of the above problems mainly include the following aspects: firstly,in the aspect of teachers,the teaching behavior from teachers integrate into the mathematics history is set;The knowledge of history of mathematics is insufficient.Secondly,in the aspect of teaching,teachers are lack of teaching design ability based on the history of mathematics;Students' cognitive development level is uneven;Students' learning needs are different.Thirdly,in the aspect of school,the support of school education is not enough;The utilitarian orientation of teaching evaluation;The atmosphere of mathematics history created by the school is weak.Finally,basing on the causes of the problems,teaching suggestions are put forward as follows: firstly,teachers should combine history reading with self-directed learning to enrich their knowledge of mathematics history,renew teaching concepts and correct the attitude of integrating mathematics history into teaching.Secondly,in teaching,flexibly design the links and methods of mathematics history's integration to improve the teaching design ability.in accordance to the cognitive development of students,the teachers are supposed to integrate into the history of mathematics in a graded way;or keeping a foothold on the needs of teaching and students,they ought to integrate into the history of mathematics appropriately.Thirdly,schools should enhance teaching and research training and build a database of mathematical history to strengthen the construction of campus culture,so that teachers and students get emotional edification.