Study On Teaching And Learning Of Univariate Linear Equation Based On History Of Mathematics

Equation is not only the main part of "number and Algebra" in junior middle school mathematics,but also the core knowledge of junior middle school algebra.The univariate primary equation is the starting point of the equation.It carries on the algebraic formula and starts the binary primary equations,ternary primary equations and univariate quadratic equations.It is the continuation of the content of mathematical equations in primary school and the basis of the content of mathematical equations in junior middle school.The existing historical experience and teaching practice show that the use of equations can not show its advantages in solving simple problems,but the advantages of "solving problems with equations" are more obvious in dealing with complex problems.It is one of the difficulties for students to solve problems with the idea of equation.Secondly,how to solve problems with the equation in specific situations is also the difficulty.In recent years,the field of HPM(history of mathematics and Mathematics Education)has attracted widespread attention from academia and primary and secondary school teachers.Therefore,combined with his years of teaching experience,the author consulted the contents of Chinese and Western monadic linear equations,analyzed their historical materials and historical similarities,analyzed the main obstacles existing in students' learning,developed the teaching design from the perspective of HPM according to the latest theoretical framework of HPM teaching design,and carried out specific teaching practice.Taking the integration of mathematical history into the teaching design of one-dimensional one-dimensional equation,the test paper of one-dimensional one-dimensional equation knowledge,the questionnaire of one-dimensional one-dimensional one-dimensional equation teaching research from the perspective of HPM and teacher interview as research tools,this paper makes quantitative and qualitative analysis on the statistical data,and draws the following conclusions.1.Students are very interested in the integration of mathematics history into mathematics classroom.It can improve students' enthusiasm for learning mathematics and make students feel the breadth and depth of mathematics culture.At the same time,the students' level of solving univariate equations and application problems has been significantly improved.2.Teachers' understanding of HPM is more intuitive and profound,which opens up a new path for their own development,improves their enthusiasm for developing HPM lesson examples,and has a new foothold for moral education teaching in mathematics classroom.