| Nowadays,the pedagogical value of the history of mathematics has gradually been placed in the context of mathematics teaching with the promotion of the new curricular reform.The relationship between the history of mathematics and mathematics education has also become a topic that is constantly being discussed and has attracted the attention of many education experts and front-line teachers.In the present study,the main action research approach was to select two classes of students in the elementary school where the researcher teaches as subjects for an action research on the integration of mathematics history into mathematics teaching in elementary school.Using the action research method,literature method,interview method,observation method,and questionnaire method.We use learning contexts and examples to integrate the history of mathematics in primary school mathematics teaching to understand the current state of relevant teaching and learning,identify problems and difficulties in teaching and learning,explore how students and teachers feel and change after experiencing integration,analyzing the role of the history of mathematics in the teaching and learning of mathematics in elementary schools,and explore processes and strategies for working with integration.We will explore the workflow and strategies for integrating the history of mathematics.This action research was conducted in two phases.In the first phase,the researcher adopted an add-on approach to integrat the history of mathematics into the primary mathematics classroom to allow each student to visualise the process of integrating the history of mathematics into the classroom in order to understand the value and uniqueness of this approach,taking into account the differences in students’ developmental levels and their perceptions of the history of mathematics.In the second phase of the study,based on students’ rich experience of the history of mathematics.Based on the history of mathematics and the sequence of its development,the researchers used an integrated approach to incorporate the history of mathematics into primary school mathematics teaching,the researcher tried to transform the mathematics classroom into a real historical situation,put students in the first line of mathematical knowledge generation,let them become real "little mathematicians",experience the vivid process of mathematical creation,and be able to trace the past life of mathematical knowledge while mastering it.The second stage of the action process can be summarized as "the silent and the gentle".The results of the study found that incorporating mathematics history into primary school mathematics lessons improves learning outcomes,interest and thinking skills for students;for teachers,their teaching outlook and teaching ability changed compared to before,mainly in terms of deeper understanding of students’ cognitive patterns,increased awareness of expanding textbook knowledge,improved instructional design skills,and improved reflective teaching skills.The main changes are: a deeper understanding of students’ cognitive rules,a greater awareness of expanding textbook knowledge,improved teaching design ability,and improved reflective thinking ability.Finally,based on the findings of this study,a set of workflows is proposed for the effective integration of mathematics history in elementary school mathematics instruction,and some strategies for integration are summarized. |
