The Investigation And Case Design Of Mathematics History Into Middle School Mathematics Classroom

With the development of basic education reform,the relationship between mathematics history and mathematics education has been emphasized.There is a strong call for the integration of the history of mathematics into the middle school mathematics classroom,and many teachers try to integrate the history of mathematics into the mathematics classroom.Since the Second International Congress on Mathematics Education in 1972,the relationship between the history of mathematics and mathematics education has become a field of academic research for mathematics educators,referred to by scholars as HPM.In order to achieve the purpose of enhancing students’ interest in learning mathematics,cultivating students’ cultural literacy,and improving students’ practical ability.The study investigates the current situation of integrating the history of mathematics into the middle school mathematics classroom and designs relevant teaching cases.Firstly,the study briefly expounds HPM’s research background,research significance and research status of the theory.Then,questionnaires are distributed to students and teachers,and some teachers are interviewed.Based on the results of questionnaires and interviews,the current situation of integrating mathematics history into middle school mathematics classroom is investigated and analyzed.Secondly,the theoretical framework of middle school mathematics classroom including the history of mathematics is designed and constructed with teaching cases,and then the history of mathematics is integrated into practical teaching.The final classroom atmosphere and students’ acceptance of the history of mathematics are the key assessment factors of the study.In addition,a secondary survey is conducted on students after practical teaching to study whether the integration of mathematics history into the classroom can stimulate students’ interest in learning mathematics,or whether it is helpful in other aspects.Combined with teacher interviews,the problems faced by the integration of mathematics history into the middle school mathematics classroom are identified and appropriate improvement measures are given.Finally,the study summarizes the research and puts forward new prospects.According to the investigation of the current situation of integrating mathematics history into middle school mathematics classroom,it can be found that students’ attitude towards mathematics history has changed significantly,and teachers have recognized the educational value of mathematics history,but there are still some difficulties in integrating mathematics history into middle school mathematics classroom.The main reasons are: the conflict between the integration of history of mathematics and the requirement of taking the test in the classroom,the lack of knowledge of some teachers about the history of mathematics,and the lack of cases of teaching the history of mathematics in the classroom.In view of these difficulties,the corresponding improvement strategies are proposed.Firstly,the educational value of the history of mathematics under the background of high school entrance examination should be emphasized.Secondly,it is necessary to introduce the relevant content of the history of mathematics in combination with the textbook.Thirdly,teachers’ mathematical history literacy should be improved.Fourthly,activities concerning the history of mathematics should be conducted for both students and teachers.