Research On The Present Situation And Improvement Strategy Of Integrating Mathematics History Into Primary School Mathematics Classroom Teaching

Mathematics Curriculum Standard for Compulsory Education(2022Edition)mentions the history of mathematics in the course content,course implementation and teaching material compilation suggestions,which shows that its educational value has been gradually recognized.However,in the actual primary school teaching,the frequency of teachers’ integration into the history of mathematics is low,and there is a phenomenon of "high evaluation and low application" in the teaching of the history of mathematics.In this case,it is meaningful to investigate the current situation that the history of mathematics is integrated into the classroom teaching of mathematics in primary schools.By investigating the current situation,the existing problems and reasons are found,and the corresponding improvement strategies are put forward.In this study,several primary schools in H city were randomly selected for investigation,and through the understanding of the integration of mathematics history into the teaching of these primary schools,the overall status of the integration of mathematics history into the classroom teaching of primary schools was roughly grasped.In the investigation,three methods are mainly used: literature analysis,text analysis and questionnaire survey.Investigate from the following three aspects: first,sort out the teaching materials to understand the integration of mathematics history in the teaching materials;Secondly,teachers are investigated to find out their attitudes and ways of integrating the history of mathematics into teaching and their mastery of the knowledge of the history of mathematics.Finally,the students were investigated to find out their attitude towards the integration of the history of mathematics into classroom teaching,their favorite integration methods and their mastery of the knowledge of the history of mathematics.By analyzing the first-hand data obtained from the investigation,this paper explores the existing problems and reasons,and then puts forward corresponding improvement strategies.Through investigation,it is found that teachers’ attitude towards the integration of mathematical history into teaching is positive,but there are problems in the integration,mainly in the following four aspects: The deviation of teaching objectives in the integration of mathematical history;The teaching content of the history of mathematics is not excavated deeply enough;The teaching method of history of mathematics is single;Teachers’ understanding of the history of mathematics needs to be improved.Exploring the reasons,it is found that teachers have heavy daily teaching tasks and great test pressure;Lack of teaching cases of mathematical history for teachers’ reference;The bondage of traditional teaching mode;Teachers’ own literacy in the history of mathematics is weak.In view of the above problems and their causes,the corresponding improvement strategies are put forward: First,teachers should make clear the teaching goal orientation of integrating the history of mathematics,including the goal orientation of adhering to emotional attitude and the goal orientation of paying attention to developing ability.Second,teachers should expand the teaching content of the history of mathematics,including enriching the types of the history of mathematics and broadening the ways to obtain it.Third,teachers should enrich the teaching methods of the history of mathematics,including flexible integration and diversified teaching methods.Fourth,we should improve teachers’ quality of mathematical history,including strengthening teachers’ understanding of the value of mathematical history,carrying out pre-service and on-the-job training in schools,and vigorously developing the course of mathematical history in normal universities.