初中数学教科书中的数学史知识及其掌握研究

发布时间：2018-06-09 13:48

本文选题：数学史 + 初中数学教师　；参考：《新疆师范大学》2017年硕士论文

【摘要】：根据初中数学教科书的数学史知识,对初中数学教师数学史知识的掌握现状进行了积极的探索.其中主要是通过测试卷的形式进行研究,另外辅以访谈教师一些与数学史有关的问答题的形式,来分析初中数学教科书中的数学史知识,揭示初中数学教师的数学史知识掌握情况.首先从呈现形式和呈现内容两个维度,梳理分析人教版(2011版)初中数学教科书中的数学史知识.这些数学史知识以阅读与思考、观察与猜想、数学活动、习题、专题、人物头像、章前图等多种呈现形式出现在教科书的不同位置.正文呈现只有寥寥几处,教师真正还原历史上的证明过程是勾股定理的证明.其次以初中教科书中的数学史知识为素材,设计一份合理的数学史知识的测试卷,调查初中数学教师的数学史掌握情况,揭示初中数学教师的数学史知识掌握的情况.绝大多数教师虽然认可数学史知识对其教学的重要性,但许多教师在平时教学中很少渗透数学史知识内容.通过测试卷结果可以发现:初中数学教师们对初中数学教科书中涉及到的数学史常识、数学家小故事、数学概念、解法及证明、数学史上的经典问题以及其它数学史掌握的程度整体不容乐观,数学史知识贮备量十分匮乏.其中不同学历、不同教龄、不同职称的初中数学教师对教科书中的数学史知识掌握,存在着不同程度的显著性差异.最后根据初中数学教师数学史知识的掌握情况,及影响初中数学教师掌握数学史知识的原因,提出加强初中数学教师对数学史知识学习的方法和提高初中数学教师数学史素养的策略.第一:针对性的在初中数学教科书中扩充数学史知识;第二:加强初中数学教师数学史知识的培训;第三:适当增加数学史知识在中考的考察内容.
[Abstract]:According to the mathematics history knowledge of junior high school mathematics textbook, this paper explores the current situation of mathematics history knowledge of mathematics teachers in junior high school. Among them, mainly through the form of test papers, in addition to interview teachers with some questions related to the history of mathematics in the form of questions, to analyze the history of mathematics in junior high school mathematics textbooks, To reveal the knowledge of mathematics history of junior high school mathematics teachers. Firstly, from the two dimensions of presentation form and presentation content, this paper analyzes the history of mathematics in junior high school mathematics textbooks. The knowledge of mathematical history appears in different positions in textbooks in the form of reading and thinking, observation and conjecture, mathematical activities, exercises, special topics, figures and pictures before the chapter. There are only a few parts in the text, and the proof process of the teacher's true restoration history is the proof of the Pythagorean theorem. Secondly, taking the history knowledge of mathematics in junior middle school textbooks as the material, we design a reasonable test paper of mathematics history knowledge, investigate the mathematics history of junior high school mathematics teachers, and reveal the knowledge of mathematics history of junior high school mathematics teachers. Although most teachers recognize the importance of mathematics history knowledge to their teaching, many teachers seldom infiltrate mathematics history knowledge in normal teaching. Through the test results, we can find: junior high school mathematics teachers involved in junior high school mathematics textbooks about the history of mathematics, mathematician stories, mathematical concepts, solutions and proof, The classical problems in the history of mathematics and the degree of mastering the history of mathematics are not optimistic, and the reserve of knowledge of the history of mathematics is very scarce. Among them, there are significant differences in the knowledge of mathematics history in textbooks among junior high school mathematics teachers with different educational background, different teaching years and different titles. Finally, according to the knowledge of mathematics history of junior high school mathematics teachers, and the reasons that affect the junior high school mathematics teachers to master mathematics history knowledge, This paper puts forward the methods of strengthening the learning of mathematics history knowledge of mathematics teachers in junior high school and the strategies of improving mathematics history literacy of junior high school mathematics teachers. The first is to expand mathematics history knowledge in junior high school mathematics textbooks; the second is to strengthen the training of mathematics history knowledge of junior high school mathematics teachers; third: to increase the investigation content of mathematics history knowledge in the middle school.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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