The Investigation And Study Of Mathematics History Integrated Into The Senior Classroom Teaching In Primary School

History of mathematics contains rich humanistic spirit and dialectical thinking,and the personality charm of mathematicians can purify students 'hearts,enrich students' spiritual world,and make their body and mind get harmonious and healthy development.Therefore,learning the history of mathematics helps students to better understand mathematical ideas,and the infinite wisdom shown by the diversity of mathematics development and the diversity of mathematical thinking can be gradually deposited into students' internal self-cultivation quality and become the theoretical support of their core mathematical literacy.The Mathematics Curriculum Standards for Compulsory Education(2011 edition)clearly proposes that mathematics culture should permeate into the whole set of teaching materials and become an indispensable part of the new teaching materials.However,in the actual primary school mathematics teaching,the integration of mathematics history is not ideal,which causes the phenomenon of "high evaluation and low application" in the history of mathematics.Therefore,it has certain theoretical and practical significance to integrate the current history of mathematics into the senior classroom teaching in primary school.This study in L city five,sixth grade mathematics teachers and students as the research object,through questionnaire survey and interview to understand the history of mathematics in elementary school senior mathematics classroom,on the one hand,affirmed the teaching practice of exploratory,artistic and innovative points,on the other hand for the existing problems,and put forward effective strategies.In addition,the content of mathematics history in the primary school mathematics textbook is also sorted out and analyzed.The study conclusions are as follows:First,the mathematics historical materials in the primary school mathematics textbooks are rich,illustrated and concentrated in the middle and senior grades,but its location and knowledge distribution are not balanced,and still need to be improved.Second,the current primary school mathematics teachers very recognize the educational function of mathematics history.Most teachers are willing to integrate into the history of mathematics in various ways in teaching.Due to the subjective and objective conditions,the frequency of integration into the history of mathematics is still low.Third,most students do not recognize the educational value of the history of mathematics,and the mastery of mathematics history knowledge is not ideal.Students and teachers have some conceptual conflicts on the history of mathematics,which shows from the side that teachers do not highly integrate into the history of mathematics,and students do not form a complete understanding of the history of mathematics.There are many reasons that integrating mathematics history into senior grade mathematics class.First,traditional teaching concepts are deeply rooted and some teachers are unwilling to change easily;second,teachers' mathematics history literacy needs to be improved;third,teaching tasks and examination pressure.According to the statistical results,the corresponding teaching strategies are proposed from the two aspects of teachers and teaching.Teacher level: first,change the teaching concept of mathematics history(mathematics concept,teaching content concept and teaching mode concept);the second is to improve their own mathematics history literacy(broaden the channels of obtaining mathematics history,fully excavate the mathematics historical materials of teaching materials,exercise the ability of mathematics history application).Teaching level: one is to promote students to master knowledge in the teaching of mathematics history;two is to develop students' mathematics ability;three is to cultivate students' mathematical character in the teaching of mathematics history.