An Experimental Research On The Integration Of Mathematics History Into Rational Number Teachin

The educational value of the history of mathematics has been generally recognized by education experts and scholars at home and abroad.In recent years,there have been some practices and researches in which the history of mathematics has been integrated into mathematics education.However,most of these researches are carried out from the perspective of textbook comparison,practical research,instructional design and strategy analysis,and experimental research is rare.In order to more accurately grasp the effect of integrating the history of mathematics into mathematics education,we try to use the method of teaching experiment,taking the teaching of rational numbers as an example,to deeply analyze the influence of the history of mathematics integrated into the teaching on the students' learning effect.The main research questions are:(1)How to reasonably make a teaching design that integrates the history of mathematics into the teaching of rational numbers?(2)After being integrated into the history of mathematics,what aspects of students' understanding of rational numbers are better than traditional teaching?(3)Does the rational number teaching integrated into the history of mathematics have an impact on students' interest in mathematics learning,mathematics achievement and core literacy of mathematics subjects?The literature analysis method is used to sort out and analyze the relevant documents such as the integration of mathematics history into mathematics education and rational number teaching,and design the teaching design of the integration of mathematics history into rational number teaching,so as to prepare for the implementation of teaching experiments;using the educational experiment method,select control classes for traditional teaching,The experimental class integrates the teaching of mathematics history and conducts experimental research;the questionnaire survey method is used to conduct pretest and post-test on students' interest in mathematics learning;SPSS 26.0software was used for statistical analysis of the experimental results;finally,the interview method was used to select some students in the experimental class to conduct interviews to understand the students' feelings,experiences and suggestions on the integration of mathematics history into mathematics teaching,and supplementary analysis of the experimental results.Experimental research conclusions:(1)The students in the experimental class are significantly better than the students in the control class in their mastery of rational number knowledge,which is mainly reflected in the mastery of three aspects: the nature of positive and negative numbers,the understanding of the multiplication rule of rational numbers,and the comprehensive application of rational numbers.(2)The students' interest in mathematics learning in the experimental class was significantly higher than that of the students in the control class,and the students in the experimental class were significantly more interested in mathematics learning after the experiment than before the experiment.(3)The average math scores of the students in the experimental class were higher than those of the control class,but there was no significant difference in the math scores between the two classes,and there was no significant difference in the math scores of the students of different genders in the experimental class.(4)In terms of computing ability,the experimental class is significantly higher than the control class;in terms of number sense and symbol awareness,the experimental class is higher than the control class,but the difference is not significant.On the basis of the experimental research,the following teaching suggestions are put forward:(1)Reasonably select the history of mathematics inside and outside the textbook,and carefully design the teaching;(2)Use the history of mathematics as a carrier to integrate the classroom teaching to promote the development of students' core mathematical literacy;(3)Expand the learning space of mathematics history and encourage students to extend extracurricular reading;(4)Strengthen the HPM training of mathematics teachers,and improve the teaching effect through case demonstration.