Strategic Research On The Integration Of Mathematics History Into Mathematics Teaching In High-Grade Of Primary School Under The Background Of Core Literacy

The history of mathematics contains abundant mathematical thoughts and humanistic qualities,which provides creative materials for the development of classroom activities,and is also a good carrier for the cultivation of primary school students’ mathematical core qualities.The history of mathematics witnesses to the process of understanding mathematics and clearly presents the context of mathematical knowledge.Primary school mathematics teachers conduct mathematics history teaching to further optimize the teaching activities,and gain the current warning and future prospects from it.Therefore,it is of great value to study the integration of mathematics history into primary school teaching under the background of core literacy.In this thesis,using the core literacy as the background.Firstly,the study takes teachers and students of Chongqing W Primary School as the research objects.It adopts the methods of questionnaire survey,field interview and classroom observation to carry out the research.Secondly,based on the collected data,this thesis analyzes the current situation of integrating the history of mathematics into the classroom teaching of senior mathematics.On this basis,it emphatically analyzes the main problems existing in this research theme and their causes.Moreover,this thesis puts forward corresponding strategies.Finally,based on the existing theories,the teaching case design is carried out in order to better integrate the history of mathematics into the primary school classroom.Through the investigation,it is found that the education subjects of Chongqing W Primary School gradually realize the significance of the history of mathematics teaching,and have some practices in the daily classroom.However,there are still some problems in the implementation process due to the influence of many reasons,which are as follows: Firstly,from the perspective of students,there are some problems such as poor grasp of the history of mathematics knowledge,and the cognition of the history of mathematics is only superficial.Secondly,from the perspective of teachers,the problems are mainly centered on improper opportunity for the history of mathematics to be integrated into the teaching,monotonous teaching methods of the history of mathematics,limited sources and ways of the history of mathematics,and separation of the history of mathematics from the teaching of mathematics.Thirdly,from the school level,the problems are reflected in the lack of specialized training in the history of mathematics,extremely emphasis on students’ academic performance and so on.Based on the above problems and analysis of the reasons,this study also puts forward optimized strategies from the following dimensions: Firstly,deepen the teaching and research training of core mathematics literacy,and build a team of mathematics history teaching assistance;Integrate the evaluation index of mathematics core literacy to consolidate the foundation of mathematics history teaching;Infiltrate the history of mathematics campus culture,enrich the history of mathematics material library.Secondly,constantly polish the teaching activities of history of mathematics and reshape the teaching concept of history of mathematics;In-depth study of the history of mathematics resources,reserve rich knowledge of the history of mathematics;Based on the teaching and students’ actual needs,timely into the history of mathematics.Thirdly,actively participate in mathematics history learning activities,change the concept of mathematics history learning;Build a mathematics history study group to improve the humanistic quality of mathematics.