Research On Teaching Of Analytic Geometry Incorporated Into Mathematical History In Senior High School

?Mathematics curriculum standard of senior high school(2017 version)? issued by the Ministry of Education,and clearly put forward the requirements of "mathematics culture should be incorporated into mathematics teaching activities".As an important part of mathematical culture,mathematical history incorporated into teaching is conducive to cultivating students' mathematics core literacy and promoting the development of quality education.Analytic geometry plays an important role in geometry and algebra in senior high school,which is key and difficulty content in classroom teaching and also a major topic for college entrance examination.Analytic geometry contains the thought of the combination of number and shape,which is one of the important mathematical methodology.However,at present,most teachers in senior high school present the definitions and properties of analytic geometry directly in class,and pay little attention to the production and development process of analytic geometry,which to a certain extent affects the senior high school students' understanding of analytic geometry.Therefore,the study of the history of mathematics incorporated into the teaching of analytic geometry has a strong practical significance.Using the following research methods include literature analysis,questionnaire,interview and case study,mathematical history incorporated into analytic geometry teaching in senior high school is investigated in this paper.Through the form of self-made questionnaire,some teachers and students in Yueyang are investigated.We obtain the current situation of mathematical history incorporated into analytic geometry teaching and the attitude of teachers and students towards the teaching of mathematical history,and sort out the relevant data.Finally,some strategies and suggestions of the history of mathematics incorporated into the teaching of analytic geometry are given,and the corresponding teaching design is given by taking ellipse and its standard equation as an example.Based on the above research,the following conclusions can be obtained:1.Both teachers and students approve the history of mathematics incorporated into the teaching of analytic geometry,but it is not implemented in the teaching practice during to the lack of the cases of the history of mathematics and no explicit requirements for entrance examinations.2.The history of mathematics can improve students' interest in learning.But teachers need to have higher mathematical literacy by using of the history of mathematics incorporated into teaching.Moreover,in order to give full play to the educational value of the history of mathematics,we should pay attention to the selection and lead-in of historical materials in the teaching process.