Research On The Strategies Of Integrating History Of Mathematics Into The Teaching Of "Number And Algebra" In Junior Middle School

As the slogan of "quality education" continues to take root in the hearts of the people,more and more educators are beginning to notice the importance of students' all-round development.With the upsurge of research on history of mathematics and mathematics education,the integration of knowledge of history of mathematics into middle school teaching has also become a hot topic today.According to the classification in the "Mathematics Curriculum Standards for Compulsory Education(2011 Edition)",the learning content of junior high school mathematics includes four knowledge areas,of which the content of the "number and algebra" knowledge area is the basis for learning the other three knowledge areas.Therefore,the learning of the "number and algebra" part is particularly critical.Relevant studies have shown that integrating knowledge of the history of mathematics in teaching can help achieve the teaching effect.At present,the current status and influencing factors of the integration of the history of mathematics in the teaching of "number and algebra" are not clear.This research intends to answer the following questions: First,what is the current status of the integration of the history of mathematics in the teaching of "number and algebra" in junior high schools? Second,what factors influence the integration of the history of mathematics into the teaching of "number and algebra" in junior high schools? Third,what are the strategies for integrating the history of mathematics into the teaching of "number and algebra" in junior high schools?Based on the above questions,the survey method is used to investigate the research objects.First,a total of 315 ninth grade students from three schools in L city with differences in teaching quality were selected to conduct a questionnaire survey.53 front-line mathematics teachers were distributed in the form of electronic questionnaires.10 students and 5 teachers who participated in the questionnaire were randomly selected for interviews.Secondly,the dimensions of the teacher questionnaire and the student questionnaire include the mastery of the knowledge of the history of mathematics by teachers and students,the attitudes and behaviors of teachers and students on the integration of knowledge of the history of mathematics in the teaching of "number and algebra"."Algebra" teaching integrates the dimension of the history of mathematics behavior test.In addition,30 classes of "number and algebra"(including the seventh,eighth,and ninth grades)are selected for observation in the practice school.Understand the attitudes,behaviors and mastery of the history of mathematics of teachers and students in the actual teaching of "number and algebra" in junior high school,analyze the status quo and the factors that affect the integration of history of mathematics in the teaching of "number and algebra" in junior high school,and propose relevant strategies.The research found that whether teachers integrate the history of mathematics in the teaching of "number and algebra",their attitudes,behaviors,and mastery of the history of mathematics are not significantly different from the teachers' teaching age,educational background,gender,and whether they have studied the history of mathematics systematically.There are differences in the degree of knowledge of the history of mathematics among school students.Whether teachers or students,the integration of the history of mathematics in the teaching of "number and algebra" expresses a positive attitude,which is very different from the integration behavior of the history of mathematics in actual teaching..The main factors that affect the integration of the history of mathematics in the teaching of "number and algebra" in junior high schools are:(1)the teacher's own mathematics history literacy;(2)the degree of interest of students in the knowledge of the history of mathematics;(3)the teaching case resources of the history of mathematics;4)Examination evaluation.Based on this,the strategies for integrating the history of mathematics into the teaching of "number and algebra" in junior high schools are proposed:(1)Strengthen the training of teachers' mathematics history literacy;(2)Cultivate students' interest in the history of mathematics;(3)Continuously present historical materials of mathematics in the textbooks;(4)Adopt an appropriate method to integrate into the history of mathematics;(5)Set up a diversified curriculum of the history of mathematics;(6)Focus on the examination of the content of the history of mathematics in the examination evaluation.