Research On Strategies For Integrating The History Of Mathematics Into Generative Teaching In Primary School Mathematics

Mathematics Curriculum Standards for Compulsory Education(2022 Edition)put forward requirements for mathematics teaching,emphasizing that students should experience the process of knowledge generation and actively construct knowledge,highlighting the unique value of generative teaching for understanding mathematics knowledge.The history of mathematics contains abundant humanistic spirit and educational value,which is an important content element of mathematical students’ sexual teaching.However,current researches mainly explore the influence and validity of student sex teaching with technology and method as the elements,and there is still a lack of systematic research on the integration of content elements into student sex teaching.Therefore,this paper studies the theory and practice of integrating the history of mathematics into the generative teaching of mathematics students in primary schools,in order to provide references for the generative teaching of first-line mathematics teachers in primary schools.This research takes Grade 5 and6 students and primary school mathematics teachers in L City as the research object.Through the method of combining qualitative research and quantitative research,it focuses on the current situation and influential factors of integrating the history of mathematics into the sexual teaching of primary school students,the construction of strategy system and case design,and other important issues.The main work and research conclusions are as follows:First,it analyzes the current situation of integrating the history of mathematics into the sexual teaching of mathematics students in primary schools.The questionnaire survey shows that teachers and students hold a positive attitude towards the integration of mathematics history on the whole;The understanding of mathematics history is a significant factor to promote the generative teaching intention of teachers and the generative learning intention of students.Teachers’ cognition of the history of mathematics helps to improve the cognition of generative teaching,which will promote the occurrence of generative teaching behavior.Students’ cognition of mathematics history will also promote the occurrence of students’ generative learning.Interview research further found that teachers’ generative teaching methods and effects are limited;Due to problems such as tight teaching tasks,limited teaching time and limited ability,teachers will not integrate into the history of mathematics or choose simple integration methods such as add-on,which leads to unsatisfactory teaching effects.Secondly,explore the strategy system of integrating the history of mathematics into the sexual teaching of pupils.Based on Piaget’s theory of genetic epistemology,Haeckel’s theory of historical genesis,Frydental’s theory of "re-creation" and investigation conclusions,this paper puts forward five design principles,namely,the principle of authenticity,the principle of tracing to the source,the principle of re-creation,the principle of learnability and the principle of diversity,and constructs five teaching strategies on this basis: Pre-class elastic presupposition,in-class interaction feedback,coping construction and generative creation,and after-class evaluation reflection.Thirdly,the case of integrating the history of design mathematics into the sexual teaching of mathematics students in primary schools.According to the teaching strategy system proposed in this paper,taking "fraction division" as an example,this paper explores the application of relevant mathematics history into the teaching strategy of this topic,in order to provide references for the primary school front-line mathematics teachers and students’ sexual teaching.