An Empirical Study Of The Effect Of Mathematics Reading On High School Students' Emotion Of Mathematics Learning

The 《mathematics curriculum standard of general high school(2017 edition)》points out that mathematics curriculum should advocate learning methods such as self-study in reading,independent exploration and independent thinking.Meanwhile,it puts forward that mathematics teaching should attach importance to the diversified integration of mathematics history,and teachers should properly guide students to collect and read relevant historical materials.Reading learning is one of the main learning methods advocated by the new curriculum standards.The theme and form of reading about the history of mathematics are in line with the requirements of the development of The Times.It has certain application value to researchers and front-line teachers,and provides a platform for the cultivation of students' core qualities.In practical teaching,mathematics textbooks are the main reference for students to read the history of mathematics.However,due to the limitation of textbook compilation,there are certain limitations in the way and content of presenting the history of mathematics.Therefore,how to integrate the history of mathematics into mathematics teaching from a new perspective is a problem that researchers should consider.It is of great practical and theoretical significance to design reading materials about the history of mathematics and study the effect of mathematics reading based on the history of mathematics.This paper attempts to explore the theoretical basis and strategy of extracurricular mathematics reading with mathematics history as the reading content,and to analyze its effect with mathematics learning emotion as the evaluation criterion,so as to provide a new research perspective for the integration of mathematics history into mathematics teaching.In terms of theoretical research,this paper summarizes the background,significance and research ideas of this research topic,and starts to comb the relevantliterature research on the topics of mathematics history,mathematics reading and emotion at home and abroad from the aspects of key words,subject fields and regional distribution,so as to understand the current research status.Through theoretical speculation and literature summary,this paper discusses the mathematics reading strategy based on the history of mathematics,and designs the mathematics reading content based on the history of mathematics.In empirical research,reference existing scale about learning emotion,and consulting relevant experts,designed the high school mathematics learning affective forecasting questionnaire,based on the predicted results of the questionnaire to further modification and integration,and get the formal questionnaire,used in contrast teaching experiment,supplemented by case analysis,to explore based on mathematical history of mathematics reading for high school students mathematics study the influence of emotion,and further combined with the interview content,making explanatory analysis to experimental results.The empirical results show that the practice has achieved good results.By using SPSS20.0 to conduct independent sample T test and comparative analysis of questionnaire results of experimental class and control class,it is found that mathematics reading based on mathematics history can help to improve students' interest attitude and learning motivation level to a certain extent,and has no obvious influence on students' mathematics anxiety level.After theoretical research and empirical research,the following conclusions are obtained: first,the design strategy of mathematics reading based on the history of mathematics has certain reference value.Second,the application of design strategy in mathematics reading helps to improve students' interest attitude level and learning motivation level as well as their emotion level in mathematics learning.Third,math reading based on math history has a greater impact on students with low emotional level in math learning.