An Applied Research Of Integrating The History Of Mathematics Into The Teaching Of “Fractional Division” Unit

The Mathematics Curriculum Standards for Compulsory Education(2022Edition)has emphasized the role of mathematical culture in mathematics education.As a significant support for mathematical culture,the integration of the history of mathematics into classroom teaching has significant educational value.Although many educational researchers pay attention to the educational value of the history of mathematics,carry out many studies on HPM and advocate unit teaching based on HPM,in fact,a large number of primary school mathematics units have not developed mature cases,“fraction division” is such a unit with research value.The knowledge content of “fraction division” unit in primary school contains a rich background of mathematics history,which is suitable for the teaching of mathematics history.This study designed and implemented the unit teaching case of integrating the history of mathematics into “fraction division”,and tested the effect of integrating the history of mathematics through investigation.Firstly,in the teaching design stage,the unit teaching planning and design is structured based on all the elements from the holistic perspective,and then the class teaching design is concretely presented based on the unit teaching planning and the selection of relevant historical materials.Secondly,in the teaching implementation stage,the teaching design of “Understanding of Reciprocal”,“fraction division” and“fraction division to solve problems” three periods are put into teaching practice.Thirdly,teaching reflection stage is aimed at problem solving,teaching deficiencies and the application of mathematics history.Through the data statistics of mathematical knowledge scale,mathematical attitude scale and interview,the influence of mathematical history on students’ knowledge understanding and learning attitude after it is integrated into the unit of“fraction division” is analyzed.After the validity test,the main conclusion of this study is that the influence of the integration of mathematics history is positive,which is shown as follows:1.In the unit of “fraction division”,three lessons based on the perspective of HPM have achieved good results and significantly influenced students’ acquisition of knowledge and skills.Students have a deeper understanding of fractional division and improved their ability to solve related problems.2.The case practice of “fraction division” unit mathematics history has changed students’ emotion and attitude towards mathematics learning.In other words,the implementation of the case study improves students’ attitude towards mathematics learning,enhances their confidence in mathematics learning,recognizes the usefulness of mathematics,strengthens the motivation of mathematics learning,and relieves mathematics learning anxiety.3.In the unit teaching of “fraction division”,the rich history of mathematics content is integrated into the teaching in a suitable way.The application of additive,copy,adaptation and reconstruction in the case study gives full play to the educational value of the history of mathematics.Therefore,it is considered successful to integrate the history of mathematics into the unit teaching case of “fraction division”,and this teaching model can provide some references for scholars and front-line teachers.Based on the findings of this study,the article presents educational implications for teaching fraction division,unit teaching,and primary school HPM case studies.The study provides a reference for scholars and frontline teachers in the development of HPM-based unit teaching cases.