| With the vigorous development of the theory of the history of mathematics and mathematics education(HPM),the deepening of the reform of basic education curriculum and the continuous updating of the educational concept,the curriculum standards have made new requirements on the history of mathematics.However,in the actual teaching of high school mathematics,the teachers’ application of the history of mathematics in the classroom is not satisfactory,which forms the phenomenon of "high evaluation,low application" of the history of mathematics.Therefore,it is very meaningful to study the history of mathematics into high school mathematics teaching.This study takes some high school mathematics teachers and students in Chongqing as the investigation objects,aiming to understand the current situation of integrating mathematics history into high school mathematics teaching.The investigation is divided into three aspects.Firstly,from the perspective of class,through observing a certain number of classes,the proportion of high school mathematics teachers penetrating the history of mathematics in class is understood.Secondly,from the perspective of teachers,this paper investigates high school mathematics teachers’ knowledge of the history of mathematics,their understanding of the history of mathematics in the high school mathematics classroom and their ability to use the history of mathematics in the classroom.Finally,from the perspective of students,this paper investigates the students’ grasp of the knowledge of the history of learning and their views and attitudes towards the integration of the history of mathematics in high school mathematics classroom.According to the survey results from three angles,find out the problems,analyze the reasons,from the school,teachers and students respectively put forward some countermeasures and suggestions.According to the survey,the proportion of teachers penetrating the history of mathematics in the classroom is low,even though most of the places where the history of mathematics is applied are taught orally,and the history of mathematics is not closely linked with the knowledge of mathematics.At present,the level of mathematics history literacy of high school mathematics teachers needs to be improved.Although most teachers are optimistic about the value of the history of mathematics,they seldom integrate the history of mathematics into the actual classroom teaching.In addition,whether the teachers have learned the history of mathematics knowledge and whether they often participate in teacher training every semester has a significant impact on the level of mathematics history literacy of teachers.Most high school students express their love for the history of mathematics,but their knowledge of the history of mathematics is relatively poor,and students grasp the knowledge of the history of mathematics is related to their views and attitudes towards the history of mathematics.According to the above reasons analysis,the reasons are analyzed from the school,teachers and students.School level: lack of targeted post-service training;Lack of school-based curriculum development related to the history of mathematics.Teacher level: the teaching task is heavy;Lack of reference lessons.Student level:study pressure is too high;Lack of readable history of mathematics.Based on the analysis of the reasons,this paper puts forward relevant countermeasures and suggestions from the three aspects of school,teachers and students to improve the mathematics history literacy of high school mathematics teachers and students.From the perspective of school: organize in-service teachers to participate in the further training of mathematics history;Compile the history of mathematics related lesson examples;Create a school-based curriculum on the history of mathematics.Teachers’ perspective: improve teachers’ knowledge of mathematics history;Attach importance to the value of the history of mathematics;Improve teachers’ ability to use mathematics history.From the perspective of students: change the attitude and concept of learning the history of mathematics;Learn to explore and study independently. |
