Research On Promoting Pupils’ Mathematics Deep Learning Based On History Of Mathematics

Mathematics Curriculum Standards for Compulsory Education(2022 Edition)In teaching suggestions,it is proposed to focus on creating authentic situations,such as materials that reflect the contributions of Chinese mathematicians,demonstrate the role of mathematicians’ achievements in the development of human civilization,help understand and comprehend the unique mathematical wisdom of the Chinese nation,stimulate students’ learning motivation,and make students feel the value of mathematics.Therefore,integrating mathematical history into teaching can stimulate students’ interest in learning,enable them to recognize the essence of mathematics,and cultivate their literacy.Deep learning is a new teaching concept and an important way to cultivate students’ core literacy.Through deep learning,students can understand the meaning of knowledge and transfer and apply it,experience learning activities such as observation,exploration,and cooperation,cultivate students’ high-level thinking,thereby promoting their overall development,and cultivate their core literacy.As a situational material,mathematical history is organically integrated with deep learning,which has a positive significance in promoting students’ development and cultivating their high-level thinking.This study uses literature research,questionnaire survey,and experimental research methods to verify the feasibility of integrating mathematical history into teaching to promote deep learning among primary school students.Firstly,through reading relevant literature,this article discusses the current situation of mathematics history and deep learning at home and abroad,as well as the internal relationship between mathematics history and deep learning.Subsequently,taking two classes of students in Grade 6 of S School as the research object,a questionnaire was prepared to investigate "the interest and understanding of primary school students in the history of mathematics" and "the current situation of primary school students’ in-depth learning of mathematics".Then,based on the survey results,the selection and presentation methods of mathematical history materials were proposed,and they were integrated into teaching in suitable ways.Secondly,based on the current situation survey and reference to the DELC theoretical framework,design a deep learning teaching process model,and conduct teaching design based on this model.In order to verify the feasibility of the model,through the analysis of the mathematical historical materials in the sixth grade primary school mathematics textbook published by the People’s Education Press,we selected the "understanding of the circle","circumference of the circle" and "area of the circle" for the teaching design of in-depth learning,and applied them to the actual mathematics teaching,and verified the integration of History of mathematics into teaching to promote the in-depth learning of primary school students through the evaluation of learning lists,the comparison of pretest and post test effects,and the investigation after the in-depth learning classroom.Finally,through practice,it is found that teaching based on the in-depth learning teaching process model and organically integrating mathematical history has a relatively significant effect on promoting in-depth mathematical learning for primary school students.This model provides research ideas for subsequent researchers,and also provides relevant strategies for front-line teachers for reference.Because there are relatively few studies on the combination of history of mathematics and deep learning,this study finally puts forward strategic suggestions from the following three aspects: One is to tap the history of mathematics resources to stimulate students’ desire for in-depth learning;The second is to enrich the integration of history of mathematics and provide students with in-depth learning opportunities;The third is to cultivate students’ deep learning ability based on deep learning models.