Research On The Affects Of Mathematics History In The Teaching And Learning Of Maths On The Individual CPFS Structure

Under the directions of modern educational ideas raised in the course of the new curriculum reform in China, teaching has already shifted from focusing on teachers'"teaching"to giving serious thought to students'"learning". All factors will influence the students'"learning". The individual CPFS structure plays an extremely important role in mathematics learning. Students learn mathematics on the basis of their individual CPFS structure. The more perfect students'individual CPFS structure is, the more possible to improve their abilities of transfer and of understanding,representation,probing mathematical problems. However, the process of students'cognitive development is usually complicated, circuitous and not as direct as one would wish. It is the never-ending process of trial and error. It is essential for teachers to create and utilize various favorable conditions to uncover the essence of things pro and con in mathematics teaching.With the further understanding of the education, the history of mathematics used in the middle school teaching has become the focal point of nationwide attention, for the reason that it can provide valuable historical materials for mathematics teaching. On the long and complicated developmental course of mathematics, the difficulties the ancient mathematicians have ever met can also be found in students'mathematics learning. Meanwhile different researchers may have various perspective and focus on the study of the same mathematical concepts, proposition, and etc. It is helpful for students to understand the nature of mathematics. It can be said that the process of students'learning mathematics are essentially the same as the process of development of mathematics. Based on these opinions, the thesis will carry out a research how mathematics teaching by permeating history of mathematics will influence the individual CPFS structure in my postgraduate period.Mathematics teaching by permeating history of mathematics will perfect the students'CPFS structure and it is experimentally and theoretically studied in this paper. The empirical research takes two classes severally from a key middle school and a common middle school as the research object, and the investigate dates were analyzed by the analysis tool of spss (15.0), and The paired t-test and independent sample t- test show conclusions as follows:(1) The individual CPFS structure of those students with low CPFS structure will be enhanced effectively by the teaching method of permeating history of mathematics.(2) The paper cannot come to a conclusion that mathematics teaching by permeating history of mathematics will perfect individual CPFS structure of the students with high CPFS structure, and it requires further research.In addition, this paper also presents certain basic principles of permeating history of mathematics in teaching and learning .These principles include purposiveness,scientificity and acceptability, teaching the students in accordance with their attitudes and levels, re-creative principles, the principle of interest, paying attention to blending and correlation among historical sources,content of courses and students, and so on. Finally, this paper also puts forward five teaching strategies given in the article: one is setting a questions situation; the next is guiding students understand the nature of mathematics by contrast; the third is making full use of famous questions of mathematics history; The fourth is telling anecdotes about mathematician and incidents in history; and the last is offering additional course about the history of Mathematics.