A Study On The Practice Of Teaching High School Mathematics From The Perspective Of The History Of Mathematics

In recent years,the integration of mathematical history into classroom teaching is a hot research field.The educational value of the history of mathematics has also been unanimously recognized by the majority of scholars,and the requirements of the history of mathematics in the curriculum standards have pushed the history of mathematics into the classroom teaching from behind the scenes to the front.This paper compares and analyzes the situation of integrating the history of mathematics into high school mathematics in different versions of textbooks,understands the current situation of integrating the history of mathematics into high school mathematics teaching,and tries to put forward the strategy of integrating the history of mathematics into high school mathematics teaching.This paper first uses literature research to sort out the basic concepts and characteristics of mathematical history,the integration of mathematical history into classroom teaching and HPM,and analyzes the relationship between them.Meanwhile,based on existing research,an observation scale of the integration of mathematical history into classroom teaching is developed.Secondly,this paper compares the history of mathematics in three different high school mathematics textbooks.Results showed that different versions about the layout of the history of mathematics is similar,the history of mathematics has a lot of teaching materials belonging to the history concept and history of mathematics application,content mostly concentrated in the reading class section in the mathematical history,and in the form of text narrative text and graphics mathematical history,history of mathematics in teaching material is mainly applied to teaching material in the form of additional type.At the same time,through longitudinal comparison,it is found that the arrangement of mathematical history in the three editions also has its own characteristics.Third,through classroom observation method,questionnaire survey and interview to understand the history of mathematics into classroom teaching status.There is indeed a phenomenon of "high evaluation and low application" in the integration of mathematical history in the conventional curriculum.Moreover,the integration of mathematical historical materials in the classroom relies on textbooks,and teachers lack the reserve of mathematical historical materials and the ability to develop the educational value of mathematical historical materials.High-quality courses involve many mathematical historical materials other than textbooks,which requires teachers to study the history of mathematics by themselves.Meanwhile,the application,presentation and integration principles of historical materials in high-quality courses tend to be diversified and closely combined with the learning content.The survey results of students show that students do not have a deep understanding of the educational value of mathematical history,think it is a waste of time to learn the history of mathematics in high school,and their attitude towards the history of mathematics is deeply influenced by teachers,resulting in the dilemma that the history of mathematics is not accepted and understood by students when it is integrated into classroom teaching.Finally,based on teaching materials,investigation and personal teaching practice,strategies of integrating mathematical history into classroom teaching were proposed from the perspectives of teaching objectives,classroom teaching and learning content.At the same time,instructional designs of "logarithm","basic inequality" and "Yangma biarch mathematical model" were presented according to research strategies.