Penetration Of The History Of Mathematics In Middle School Mathematics Classroom Research

The history of mathematics in mathematics education is increasingly recognized.To penetrate the history of mathematics into the mathematics class,to draw nourishment from the history of mathematics, to enrich the teaching of mathematics, mathematics education has become an important aspect of the research field.The history of mathematics into the mathematics class has an significant meaning. you can restore the vitality of mathematics, stimulate students'interest, change the conception of mathematics, understand cultural diversity of mathematics, and expand their horizons, which are of great value for the promotion of mathematics teaching.The history of mathematics is not useless.The paper based on the perspective of the history of mathematics, specifically discusses the cognitive basis of penetrating the history of mathematics into the mathematics class. Mathematics is a culture, which is closely linked with other subjects. Mathematics, as a kind of culture, to any extent, is inseparable from the history of precipitation. The History of mathematics is the carrier of culture.The history of mathematics in some way into the class, help students understand mathematical concepts and theorem proving which is a dynamic process of development.And this history is rooted in certain cultural background which can help students realize mathematics is no longer boring subjectOn this basis, this article specifically discusses the way of penetrating the history of mathematics into the mathematics class. First, to improve the quality of teachers. We must strengthen our maths teaches in the cultural training, not only mathematics, science, but also all of human supporting elements of civilization.We must have a broad range of knowledge, culture, literature, art, interests,and should be ideology of modern mathematics, mathematical methods of control skills, strong sense of mathematical application. Second, the organic integration of historical data. So how to integrate the historical data? It can be used as background to help students understand the connotation and extension of knowledge;It can serve as a guide language of subject, to stimulate students'intellectual curiosity and open the hearts of students; It can be used as teaching content,to rich the class and broaden their horizons; It can be used for class conclusion. Through the end of the teaching content, the students sort out the overall context of the teaching process, to achieve the teaching sublimation; It also be used for after-school exercises, through the analysis of the history of mathematicians for some problem-solving to enable students to carry on.In addition, the paper carefully study the infiltration method of the history of mathematics into the mathematics class. This paper is divided into three stages. The first stages will directly attached to the teaching process, primarily narrow the distance between students and the classroom, and stimulate students'interest in learning.The second stages is converged applications, so that historical data in the mathematics class can play a deeper role, not only to stimulate the curiosity of students also to help students understand what they have learned. The third stage is comprehensive infiltration into the teaching process.The history of mathematics selected,is not a big segment repeating the previous history, to find the real substance of the hide, to teach this material substances-mathematical thinking, mathematical methods and mathematical concepts to students. Many well-designed teaching cases were analyzed, through describing the focus of the various stages and raising the error in the history of mathematics into the mathematics class, to full penetration of the history of mathematics into the mathematics class and the more efficient use of the history of mathematics teaching.