Analysis Of The Current Situation And Strategy Of Integrating Mathematics History Into Primary School Mathematics Teachin

The history of mathematics is the study of the origin and development of mathematical concepts,mathematical methods and mathematical ideas and their links with society,economy and culture.The history of mathematics is an important part of the teaching and learning of mathematics in primary schools.In the process of teaching mathematics,teachers who can seize the right moment to integrate the history of mathematics and show primary school students the historical elements in mathematical knowledge can not only come closer to the original appearance of mathematics and make the mathematics classroom more attractive,but also deepen students’ understanding of mathematical knowledge,enlighten their mathematical thinking,broaden their mathematical horizons and guide them to establish ambitious ideals,thereby cultivating their core mathematical literacy.Since the mid-19 th century,scholars at home and abroad have been focusing on the relationship between the history of mathematics and mathematics education(HPM).However,in practice,there is a phenomenon of “high evaluation but low application”.At present,the history of mathematics is formally included as an elective in general high school mathematics textbooks,and although it is not specifically taught at primary level,the textbooks include “Did you know? ”“Mathematical Games”,“Exercises”and “Reading Materials” all cover a range of content on the history of mathematics.Therefore,it is worthwhile for every teacher to pay attention to and explore how to better integrate the history of mathematics into the teaching of primary school mathematics and to give full play to its nurturing value.Based on this,this study uses the literature research method,questionnaire survey method and case study interview method to gain an indepth understanding of the current situation of integrating the history of mathematics into primary school mathematics teaching,and to analyse the problems and reasons behind and propose strategies to enhance the integration of the history of mathematics into primary school mathematics teaching.This study firstly compares relevant research at home and abroad,mainly on the educational value of the history of mathematics,the history of mathematics and mathematics education,and the history of mathematics and teacher education,and defines core concepts such as mathematical culture and the history of mathematics on the basis of previous research,and clarifies the research ideas.Secondly,a questionnaire survey and teacher interviews were conducted among teachers and students on the current stage of integrating the history of mathematics into primary school mathematics teaching.It was found that teachers’ knowledge base of the history of mathematics was generally low,and there were problems with the awareness,timing and application of the history of mathematics in the classroom.The reasons for this may be that teachers’ literacy in the history of mathematics needs to be improved,the tendency for educational assessment to be more utilitarian,and the lack of teachers’ ability to design teaching that incorporates the history of mathematics.Finally,in response to these problems,strategies are proposed to improve the integration of the history of mathematics into primary school mathematics teaching,including improving teachers’ literacy in the history of mathematics;updating teachers’ teaching philosophy and changing traditional teaching assessment criteria;choosing the appropriate teaching time to integrate the history of mathematics;and improving teachers’ practical ability to use the history of mathematics.