First of all, our favorite teacher, Wu Zhengxian, had a lesson on the understanding of area. I heard that Mr. Wu had attended this class before, and I felt that this class had a new change. After Mr. Wu asked the students to ask questions about the area, some students asked what the area was for. Teacher Wu brought the history of mathematics into the classroom. There was a river in ancient Egypt called Nile, which often flooded farmland when floods came. When the river receded, people began to measure the size of the flooded land, and this area came into being. If Mr. Wu doesn't tell us, we have been math teachers for more than ten years and don't know this knowledge. What a shame. Students like to listen to stories, learn some knowledge from them and have a deeper understanding of the field. From this lesson, I also have a strong interest in the history of mathematics. I went to Baidu search immediately and found no introduction of relevant knowledge. It seems that I should also buy some books on the history of mathematics and read them well, so as to enrich my knowledge of the history of mathematics and let students feel some history of mathematics.

Next, I also listened to a paragraph about using letters to represent numbers. It turns out that in this class, we all like to introduce teaching with a frog with one mouth, two eyes and four legs. When students discover the rules, they can use a frog with one mouth, two eyes and four legs to express them, thus introducing letters to represent numbers, which has a story situation, attracts students and has good teaching effect. However, this is not what the teacher teaches. Instead, it was introduced by encapsulating chalk with letters. None of them were released, indicated by 0, and five were released, indicated by the number 5. When the teacher refused to let the students see the number of chalk heads and asked them to guess, the students guessed a lot, maybe a few, but not more than a few, not less than a few, and the students could guess a range. The teacher asked the students to repeatedly understand the uncertainty of this number, and naturally thought of using a or b or c, 26 letters will do. Let students fully experience the meaning that letters are numbers of knowledge, and fully feel the root of this unknown. At first, the situation changed from specific numbers to letters. Students always think that there are numbers first, then there are unknowns, but they turn the origin of the unknowns first, and then the value of the unknowns. This understanding is too in place. This has found the fundamental reason for students who don't like to solve problems with equations or who always have problems in solving equations.

Besides, the lectures given by mathematics professors in East China Normal University also gave me an unusual feeling in the history of mathematics. We understand the history of mathematics and bring it into our classroom, so that teachers can better understand the origin of mathematical knowledge, make teaching more scientific, and let students know some simple history of mathematics and feel the process of knowledge generation. At the same time, I think the most important thing is that the stories of mathematicians make us feel the personality charm of mathematicians. From them, we can not only learn mathematics knowledge, but also learn a series of spiritual qualities such as persistence, diligence, hard work and research from mathematicians.

Although I don't know exactly what to do now, the most important thing now is to buy books on the history of mathematics, which will definitely help me.