The Teaching Research On The Integration Of Mathematics History Into "Figure And Geometry" In Junior High School

With the upsurge of research on the history of mathematics and mathematics education,the integration of the history of mathematics into middle school teaching has become a hot topic today.According to the division of Mathematics Curriculum Standards for Full-time Compulsory Education(2022 Edition),the content area of "figure and geometry" is a relatively large and important teaching content in junior middle school mathematics,which shows its importance.The new curriculum standard clearly puts forward some suggestions on the compilation of mathematics culture in textbooks and affirms the educational value of mathematics history.At present,the status quo and influencing factors of integrating the history of mathematics into the teaching of "figure and geometry" are not clear.The main questions of this paper are: First,how about the teaching status of integrating the history of mathematics into the teaching of "figure and geometry" in junior high school? Second,what are the factors that affect the integration of the history of mathematics into the teaching of "figure and geometry" in junior high school? Thirdly,explore the strategy of integrating the history of mathematics into the teaching of "figure and geometry" in junior high school.The paper mainly adopts the research methods of literature review method,text analysis method,questionnaire survey method and interview method,and analyzes the distribution,column distribution and application mode of the mathematical history of the "figure and geometry" part of the textbook in each textbook.Questionnaire survey and interview were conducted on teachers and students of a middle school in Honggutan New District,Nanchang City,respectively,to understand the attitudes and behaviors of students and teachers towards integrating the history of mathematics into the "figure and geometry" teaching of junior high school.Then,it analyzes the influencing factors of integrating the history of mathematics into the teaching of "figure and geometry" in junior high school,so as to give the strategy of integrating the history of mathematics into the teaching of "figure and geometry" in junior high school,and design the teaching cases.Through the research,it is concluded that the current situation of integrating the history of mathematics into the teaching of "figure and geometry" in junior middle school is as follows: the history of mathematics in the textbook is relatively rich,uneven distribution in each textbook and column distribution,and the application of the history of mathematics is relatively simple;Most of the students agree with the integration into the history of mathematics,but the actual learning behavior of the history of mathematics is not optimistic;Teachers have a positive understanding of the integration of "figure and geometry" into the history of mathematics on the whole,but it needs to be improved in the actual teaching activities.Based on the analysis of the investigation status,it is concluded that the factors influencing the integration of the history of mathematics into the teaching of "figure and geometry" in junior middle school are as follows: first,the textbook arrangement,uneven distribution and column distribution in each textbook volume,and the application mode is relatively simple,which is not convenient for teachers to directly integrate into the teaching;Secondly,the selection and presentation of historical materials are difficult to attract students to read and learn.There is also the history of mathematics literacy of teachers,the reserve of the knowledge of the history of mathematics is less,the awareness of the value of the history of mathematics education is less practice;Finally,there is a lack of good mathematics history teaching cases.Three strategies of integrating the history of mathematics into the teaching of "figure and geometry" in junior middle school are given through research: first,improve the arrangement of mathematical historical materials;Secondly,improve teacher’ mathmaticcal history accomplishment;Third,strengthen the cooperation between experts in the history of mathematics in universities and middle school teachers,and jointly develop HPM teaching cases of "figure and geometry".