| Along with the history of mathematics is studied, the history of mathematics and mathematics education are also becoming increasingly close. So the educational value of mathematics is concerned. In1972HPM was established, which marked history and pedagogy of mathematics as a new academic field of study. Since then, the history of mathematics and education research of mathematics have attracted worldwide attention. Many experts and scholars actively integrated history of mathematics into teaching theory and the practice research, which create a new vigor and vitality for the class. With our new curriculum reform pace, educational value of mathematics history is further recognized, clearly written into the curriculum standard. But at the present use of the history of mathematics in middle school classroom is not optimistic,"high evaluation, low application" is in middle school classroom and we can see it in many articles. Why is such a situation? Teachers are the direct participant in class. Based on the special identity and status of teachers, this paper selects teachers to study.This study is of qualitative research and interview. Based on the theory of teacher’s pedagogical content knowledge (MPCK) and constructivism, three teachers were interviewed to talk about their view of the mathematics history, history of mathematics into classroom and relevant teaching methods. Through interviews, we could see teachers’ thoughts and hear their true voice. Study found the main reason is that the teachers’ understanding is poor towards the history of mathematics of itself and the shortcomings of its educational value, which is hindered the history of mathematics into classroom. Therefore, strengthening teachers’ consciousness at the first time, this study gives some teaching suggestions on the history of mathematics into classroom.Following certain basic teaching principles and basic requirement, the study puts forward to the corresponding teaching methods. |
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