A good introduction of new courses can attract students' attention and stimulate their thirst for knowledge. Introducing new curriculum with knowledge of history of mathematics. Can let students know the ins and outs of relevant knowledge. For example, when learning geometric series. You can tell the students the story that the king of ancient India rewarded the inventor of chess. In this way, students' enthusiasm for learning will be high, and it is possible to enter the learning state.
(2) Use the knowledge of mathematical history as the end point of teaching.
The end of a class will also be memorable and imaginative. Have a strong thirst for knowledge. For example, after talking about the essence of integers, Teacher Chen Jingrun said: "The queen of natural science is mathematics, the crown of mathematics is number theory, and Goldbach conjecture is a pearl in the crown. This is a shining pearl. Who can pick this pearl? " It was a teacher's words that sowed the seeds of Goldbach's conjecture in Chen Jingrun's mind. Therefore, properly using the knowledge of mathematical history as the end of teaching can stimulate students' learning emotions and make them "reverberate". Three days without stopping! "
(3) Introduce the production process of mathematical knowledge by using the knowledge of mathematical history. One of the important tasks of mathematics teaching is to let students know the background of mathematics knowledge. Students should understand the historical process of the emergence and development of mathematical knowledge through vivid historical knowledge. For example, in order to let students know the background of the concept of function. And gain a deep understanding from it. The concept of function can be extended by Swiss mathematician johann bernoulli. "The formula composed of variable x and constant is called the function of x". Later, Euler called "the quantity that can be expressed analytically" a function. After three expansions, the concept of function in today's middle school textbooks is obtained. Only by understanding the development history of multiple expansions of functions can students better understand and master it.
2. Selection of the content of the history of mathematics
Attention should be paid to continuity when introducing the content of the history of mathematics. As the three major achievements of mathematics in17th century, the invention of logarithm and the birth of analytic geometry are introduced. We should also introduce the creation of calculus. Even the introduction of the same content. Continuity should also be observed. In addition, the content of inserting the history of mathematics should be properly combined with the teaching materials. Also, stories about the history of mathematics are interspersed in the classroom. Not necessarily limited to mathematicians. Actually. Stories about celebrities who are not mathematicians studying and studying mathematics in history can also have educational effects on students, especially those who don't like mathematics.
3. Change the concept of time
We can introduce the history of mathematics in many ways, either in detail or briefly. Adding these contents will not cause a great burden to students. It will only increase the interest, flexibility and readability of the teaching content. We don't all infiltrate in the classroom, but we can let students go to the library by themselves or find relevant materials through the internet to learn. For key teaching contents (such as the invention of logarithm, a brief history of function definition, arithmetic progression and geometric progression, etc. ), the teacher can introduce it 5- 10 minutes before class. Or integrate into classroom teaching.
4. Use the history of mathematics to carry out research study.
Taking the history of mathematics as the carrier to carry out some research-based learning activities can make students realize that mathematics and life are usually perfectly and harmoniously combined. Infiltrate the knowledge of mathematical history in mathematics teaching to provide students with rich materials of mathematical history. Provide students with effective learning methods, thus generating lasting learning motivation. Through their own thinking and exploration, students can find the lack of knowledge, so as to clarify the direction of progress.
5. Carry out colorful extracurricular activities.
The explanation of the history of mathematics in class is very limited. Sometimes it is necessary to combine class meetings, mathematical knowledge contests and other colorful extracurricular activities to strengthen the learning atmosphere of mathematical history knowledge. For example, set up a math corner and a math mailbox. And collect the knowledge of mathematics history that students are interested in for learning and exchange. These activities have certain planning and diversity. In extracurricular activities, students' body and mind can be relaxed, and the knowledge they have learned can also get tangible results. Moreover, passive learning can be turned into active learning by collecting information by hands. At the same time, it is also helpful for the study of other courses.
The knowledge of mathematical history is integrated into mathematics teaching, so that students can master basic mathematical ideas, basic mathematical knowledge and skills. Form a more comprehensive understanding of mathematics; Let students know the development trend and potential of mathematics arranged in the history of mathematics development, biographies of mathematicians and textbooks, and fully understand the rich mathematical ideas and methods contained in the history of mathematics development. This is not only the basis of developing students' intelligence and cultivating students' innovative consciousness, but also an effective means to improve students' mathematical literacy.