How to make the history of mathematics enter the mathematics classroom?
1 Improve teachers' own mathematics literacy. At present, a considerable number of mathematics teachers have basic mathematics literacy, and some teachers have too narrow knowledge to grasp the cultural connotation of mathematics. Some teachers haven't even read the history of mathematics, or they haven't read it completely, so they can't correctly understand the important connotation of "infiltrating mathematical cultural thought". Teachers of basic education, especially those in poor and remote areas, have more serious problems in this respect. Because there are few references for teachers, their own mathematical literacy is relatively backward. Most mathematics teachers downplay the knowledge of the history of mathematics and ignore the promotion of the history of mathematics to mathematics learning.
What kind of talents to train depends largely on teachers' educational thoughts and behaviors. Teachers' cultural background is the guarantee of mathematics "culture". Teachers' understanding of teaching materials and mathematics and the organization of teaching activities all reflect teachers' cultural literacy. Therefore, it is urgent to improve teachers' own mathematics literacy. First of all, school units should organize primary school teachers to study and train in a planned way. As teachers, we should improve our understanding and establish the educational values of the history of mathematics. Teachers who have a sense of growth will take the initiative to learn materials related to their own teaching, get familiar with the latest trends of the subject, and expand their knowledge about teaching as much as possible, so as to keep up with the trend of the times and become a professional teacher. Thus, the history of mathematics will be integrated into mathematics classroom teaching, reflecting the cultural value of mathematics.
2 change the utilitarian concept of emphasizing "knowledge" over "knowledge"
Under the pressure of various exams, only paying attention to students' acceptance of mathematics knowledge and engaging in sea tactics will only make students more and more breathless and thus more disgusted with mathematics. Therefore, in mathematics teaching, we must establish a comprehensive education concept, implement the policy of "reducing the burden", seriously implement quality education, gradually and orderly infiltrate the education of mathematics history into teaching, attach importance to the understanding of mathematical concepts, and master the application of mathematical thinking methods. Let students face mathematics easily and happily, so that they are no longer empty problem-solving training, and help students establish confidence in mathematics.
Improve the compilation of teaching materials and stimulate mathematics interest. Improve learning enthusiasm
As the saying goes, "Interest is the best teacher." Learning mathematics should not be as boring as "concept-definition-theorem-problem solving". Therefore, in order to stimulate students' interest in learning in the teaching process, some interesting mathematical historical materials should be selected as background knowledge in primary school mathematics textbooks to varying degrees. In primary school, the knowledge of the history of mathematics can better stimulate children's interest in learning mathematics and let students better understand mathematics. (1) Strengthen the education of mathematics history in lower grades. From the first grade, the knowledge of mathematics history is infiltrated, and some contents are arranged appropriately in each volume for students to contact as soon as possible. According to the characteristics of children's psychological age, integrating the history of mathematics into the textbooks of junior courses can attract children and stimulate their enthusiasm for learning mathematics. (2) Add a new design pattern. At present, generally speaking, there are two better models for the content design of primary school mathematics textbooks. One is "the content of exercises leads to the history of mathematics". Like People's Education Publishing House, the first volume of mathematics in the fifth grade of primary school leads to the conclusion that "some even numbers can be expressed as the sum of two prime numbers", and then leads to the historical origin of Goldbach's conjecture and the contribution made by China mathematicians by asking questions. Another mode is "History of Reading Materials in Mathematics", for example, the West Normal University Edition is reflected in the form of reading materials after the chapter of "Multiplication and Faction": Chen Jingrun is the main line, and the story of Chen Jingrun leads to Goldbach conjecture. Such a rich content pattern design makes the infiltration of the history of mathematics more comprehensive and effective, and can stimulate students' strong thirst for knowledge and curiosity, thus generating a sense of happiness in exploration and a strong interest in learning. Therefore, it is necessary for textbook writers to design different models according to different situations in order to achieve the best results.
4. Let mathematical methods and famous mathematical questions enter the classroom.
"Problem is the heart of mathematics" is a famous saying of American mathematician halmos, which is well known by math teachers. As a teacher, we should be good at creating problems, so that the math class is composed of one problem after another, layer after layer. Activating questions by mathematical methods can make teaching flexible, open and exploratory. Multiple solutions to one question and changeable questions lead to changeable problems; After solving the problem, guide reflection and ask extended questions. Stimulate students' curiosity. At the same time, it should be combined with famous mathematical problems, such as the story of Gauss: at the age of seven, Gauss used the integer 1+2+3+4+... 97+98+99+100 in less than a few seconds. 3+98 =101,..., 49+52 =10150+51=10/50.
These famous mathematical problems with exquisite problem-solving ideas will certainly attract students deeply, help them master the ins and outs of knowledge, learn mathematicians' perseverance and persistence in mathematics, and then let students develop a good learning attitude.
5. Use the history of mathematics to carry out various activities to enrich the classroom.
How to turn a boring math class into a magnetic field to attract students? We can enrich the classroom and enliven the classroom atmosphere through various small activities. The key to implementing this model is to give full play to students' initiative and enthusiasm.
First, some math-related games can be played in the classroom. The participation in mathematical games not only increases students' interest in learning, but also enables students to understand the special views of mathematicians in solving problems.
Second, carry out reading exchange activities. Reading and communication of extracurricular books on the history of mathematics is a good method. Students are required to read books and stories about the history of mathematics according to their own preferences during the holidays, and then exchange experiences in activity classes.
Students are smart, and they can gain the courage to learn from the hard work of Chen Jingrun and others to study the mysteries of mathematics; We can get national pride from Zu Chongzhi's Pi, which is one thousand years earlier than foreign countries. ...
Third, the use of video materials. The advantage of video materials is that they are intuitive and vivid, and students can watch them while listening. This kind of audio-visual combination of eyes and ears is very consistent with the thinking habits of primary school students. Play some video materials related to the history of mathematics in the activity class, so that the introduction of the knowledge of the history of mathematics is illustrated and interesting, which can attract students and stimulate their interest.
Therefore, it is lively and interesting to use computer as a modern tool to serve the education of mathematical history and explain the development process of some mathematical knowledge. Stimulate their desire and confidence in learning mathematics.
The history of mathematics is a history of human cognition, invention and creation, which contains great ideological wealth for future generations to learn from. Learning under the background of mathematical culture can attract students to participate in learning activities independently, and urge them to obtain necessary mathematics through hands-on practice, independent exploration and cooperation and exchange. Only in this way can its cultural value be effectively displayed.
Finally, I suggest you read more books on the history of mathematics. There are also some books on the history and education of mathematics in China, such as those of Wang Xiaoqin and Zhang Weizhong.