The Practice Research Of Integrating The History Of Mathematics Into The Mathematics Unit Teaching In Junior Middle School

In recent years,HPM-related research directions mainly include the integration of mathematics history into mathematics textbooks,HPM and teacher professional development,and the teaching practice of mathematics history.In terms of teaching practice,studies on practice cases are not extensive and in-depth enough,most are conducted in the form of a single lesson,and few studies illustrate teaching effects with data.Most studies start from the perspective of the history of mathematics to integrate the history of mathematics into the practice of mathematics teaching,and few start from the practical needs to investigate the status quo of teaching and conduct practical research based on it to evaluate the practical effects.It is easier for the latter to evaluate the practical results and establish the link between HPM and general mathematics education.Therefore,with the theme of "equation of one variable and one time",based on the investigation and analysis of the current situation,this study carried out unit teaching practice of integrating mathematics history based on problems existing in teaching practice,in order to propose more effective strategies for integrating mathematics history into mathematics teaching,and provide new directions and ideas for teachers’ teaching and research on HPM and general mathematics education.This study mainly adopts literature analysis,questionnaire survey,case analysis and interview analysis.First,with the integral addition and subtraction unit as the observation point,the test paper was compiled by referring to Anderson’s cognitive objective taxology theoretical framework,and two classes of Grade 7 in a middle school in Huizhou were tested.The mathematics learning attitude scale and teacher interview outline were compiled and implemented,and the teaching status of integral addition and subtraction was obtained,and the teaching enlightenment for unitary one-time equation unit was proposed.Then,guided by practical needs,the unit teaching strategy of integrating the history of mathematics is formulated,and experimental research is conducted.Based on data analysis and student interviews,it is investigated whether integrating the history of mathematics into the unit teaching of junior middle school mathematics can promote students’ understanding and application of knowledge and improve students’ attitude towards mathematics learning.Therefore,the corresponding strategy of integrating the history of mathematics into the teaching of mathematics is proposed and corresponding teaching suggestions are given.The main conclusions of this study are as follows:(1)The seventh grade students have difficulty in the application of factual knowledge when learning the adding and subtracting chapters of integral forms.They are unable to use letters to represent numbers flexibly to solve problems,and their thinking is still in the arithmetic stage;In the dimension of conceptual knowledge,the performance of understanding and using concepts is weaker than that of memory,and there is confusion of concepts.In the dimension of procedural knowledge,understanding and using procedural knowledge is weaker than memorizing procedural knowledge.Students at different levels also have significant differences in the understanding and application of integral formulas.(2)In the aspect of mathematics learning attitude,the overall performance of seventh grade students is not so good.The score of mathematics usefulness is high in all dimensions,but the score of mathematics learning confidence,mathematics learning motivation and mathematics anxiety is low,indicating that students’ mathematics learning attitude needs to be further improved.(3)In the aspect of teacher teaching,teachers pay less attention to the mathematical thoughts,mathematical methods and mathematical history contained in the teaching content,and pay less attention to the main line of teaching of large units,which is due to the limited classroom time.(4)Integrating the history of mathematics into the unit teaching of one-variable equation can improve students’ understanding and application of knowledge.According to the test paper of understanding and application of one-variable equation and the results of student interview,students’ application ability of factual knowledge,conceptual knowledge and procedural knowledge has been significantly improved,which indicates that teaching practice can help students’ thinking leap from arithmetic stage to algebra stage.From the difference of experimental results among students at different levels,top students have a significant improvement in factual knowledge,middle students have a significant improvement in factual knowledge,conceptual knowledge and procedural knowledge,and poor students have a significant improvement in factual knowledge and conceptual knowledge.It shows that through the integration of mathematics history and the implementation of large unit teaching,students have deepened the ability to understand related concepts of equations,solve equations and solve practical problems.(5)The unit teaching of integrating the history of mathematics into the equation of one variable is helpful to improve students’ attitude towards mathematics learning.Through the comparative analysis of the questionnaire on mathematics learning attitude and the interview of students,it can be concluded that the unit teaching of mathematics history integrated with one unary equation has positive effects on students’ feeling of the usefulness of mathematics,improving their confidence in mathematics learning and improving their motivation in mathematics learning.It can be seen that this study can deepen students’ understanding of knowledge,build the coordination of knowledge,highlight the beauty of methods,penetrate the charm of culture,and realize the effect of moral education.