The Dilemmaand The Out Of Integrating The History Of Mathematics Into The Teaching Of Mathematics In The Upper Elementary School

Talent education is the foundation of building and developing a modern socialist country.We must adhere to talent training on the premise of supporting the national economy,and give priority to the development of education before other fields.In order to develop the education cause vigorously,we must always bear in mind the fundamental task of "cultivating people by virtue" and actively promote the all-round and healthy development of students.World mathematics civilization bright is dazzing,Chinese mathematics culture has a long history,mathematics history is the important carrier of mathematics culture,the history of mathematics combined with senior mathematics teaching activities have the key role of immeasurable,improve pupils mathematics knowledge thinking,build mathematical knowledge system,continue to improve national identity,sense of belonging and cultural self-confidence,infiltration in mathematics classroom teaching activities greatly shorten the distance between primary school students,teachers and mathematics subjects.This academic research is based on reading hundreds of literature,connected with the classroom teaching practice of primary school education,with the help of text analysis method,literature research method,observation method,investigation method and other academic research means,flexible use of SPSS(Statistical Package for the Social Sciences)software,combined with interview materials,the implementation of scientific quantitative and qualitative system analysis.The questionnaire is carried out from four dimensions of established goal,specific content,implementation strategy and evaluation,so as to reunderstand the history of mathematics into the practical problems of mathematics teaching in senior primary school.The content of the history of mathematics is divorced from the teaching goal,the content setting is unreasonable,the implementation process is out of touch,and the effective evaluation,and the combination of the history of mathematics and mathematics teaching lacks integrity,systematization and fit.The reasons for the above problems are that teachers’ understanding of the history of mathematics into mathematics teaching is not deep enough,there are still problems of "high recognition and evaluation,low application degree",insufficient teaching formalization,simple design,teaching practice ability into the history of mathematics,and insufficient teaching reflection.On the basis of finding the problems and analyzing the causes,the targeted suggestions are put forward from the four aspects of goal,content,method and evaluation.Establish contact with teaching objectives,and penetrate into the history of mathematics.Textbook inside and outside the linkage,extensive selection of course resources.Combined with various types of teaching methods,the classroom teaching expression form is diversified.Further improve the teaching evaluation,perfect the teaching history of mathematics guarantee mechanism.Research using a large number of teaching design,teacher fragments to discuss,drawing,text,table combination,discussion more powerful.This scientific research is used to explore the dilemma of infiltrating the history of mathematics in senior primary school mathematics teaching,sort out and explain the root causes,formulate optimization strategies,and provide some reference materials for first-line primary school mathematics teachers.