The Study On Involving The History Of Mathematics In The Teaching Of Complex Number In Senior High School

The relationship between the history of mathematics and mathematics education is also referred to as HPM by the academic circle.The research on this has been carried out for more than ten years in China.At present,it has been widely applied in mathematics teaching in the stage of compulsory education.The text selects complex number as the teaching content,collects materials extensively according to HPM theory,writes teaching design and carries out teaching practice.The first chapter is the introduction,mainly explains the research background,research significance and research design ideas and methods.The curriculum standards for mathematics in ordinary senior high schools(2017)were officially promulgated,and the status and content of complex number have changed.Suggestions on integrating the history of mathematics into teaching are also mentioned.The new teaching material is published formally,and the complex number teaching content is increased,which deserves attention.HPM theory is becoming more and more mature,which provides a solid theoretical basis for relevant researches.At present,there are some deficiencies in the teaching of complex number in high schools.The second chapter is literature review.The development history and current situation of HPM at home and abroad are briefly introduced.In recent years,domestic scholars have made fruitful achievements in the field of HPM,and put forward a relatively comprehensive view on the educational value of mathematical history and the method of integrating mathematical history into mathematical teaching.The research flow of HPM class cases has also formed a fixed model.The above research results are introduced in the literature review,and the development history of complex numbers is also briefly introduced.The third chapter is the investigation and research on the cognition of mathematical history and complex number teaching.Through questionnaire survey and interview,we can understand the cognition of teachers and students on mathematical history and the status quo of complex number teaching,understand students' learning situation,and provide reference for teaching design and teaching practice.The interview of teachers is also very important.The interviewees have rich teaching experience,which can provide valuable opinions and Suggestions for this study.The fourth chapter is the teaching design of the history of mathematics into the complex number in high school,and three teaching designs are completed: the concept of complex number,the four operations of complex number,and the triangular representation of complex number,among which the concept of complex number will be carried out in teaching practice.The fifth chapter is the teaching practice and summary,the preparation of the teaching record,through interviews with students to obtain the feedback of students on this class,and on this basis to reflect and summarize,to obtain the teaching enlightenment.The sixth chapter is the conclusion,which discusses the status quo of HPM in China from a macro perspective,highlights the important value of HPM in mathematics education,and emphasizes the importance of complex teaching in high schools.