Case Study Of Moral Education In Mathematics From The Perspective Of HPM

Historically,the values of mathematics education mainly have two tendencies,one tends to emphasize the cultural value or rational value of mathematics,and the other tends to emphasize the application or practical value of mathematics.With the development of industry and globalization,more and more attention is paid to the value of mathematics courses for the all-round development of people,and the application value of mathematics is as important as the value of multiculturalism.However,our country regards "establishing virtue as a person" as the fundamental task of education,emphasizing moral education first,and requires that moral education be implemented in the teaching of various disciplines.A review of the existing research on moral education in mathematics has found that although the definition of moral education is different at our country and abroad,they all study the value of moral education involving mathematics.Some researchers have proposed that "humanization" is the basis for the implementation of moral education in mathematics.Many researchers at our country and abroad have discussed the value of moral education in mathematics,and given some feasible implementation strategies.However,these studies are mostly experience summaries or theoretical speculations,and there are few empirical studies.The history of mathematics and mathematics education(HPM)has been more than forty years since it officially became an academic field of the mathematics education conference in 1972.Many researchers have studied the practice values of HPM for teachers and students in primary and secondary schools from a theoretical and practical perspective.Through combing the existing core journal literature and degree thesis,we found that many researchers have investigated the impact of the integration of mathematics history into mathematics teaching on students' knowledge learning,emotions and recognition to mathematics.There are few long-term case studies that examine the impact of HPM.At present,we still lack a clear classification framework for moral education,therefore,this research is based on the analysis of the literature in the above aspects,and mainly studies the impact of the integration of mathematics history in junior high school mathematics teaching on students' moral understanding in mathematics.The research questions are:(1)What are the elements that constitute the moral education in mathematics?(2)Does the mathematics teaching integrated into the history of mathematics have any influence on students' moral understanding,and what impact?Among them,research question 2 is divided into two sub-questions.(1)Before and after the history of mathematics is integrated into the mathematics teaching in junior high school,do students' understanding of the moral education in mathematics change?What has changed?(2)If students' understanding of the moral education in mathematics changes,what are the reasons for the change?First,through interviews of some expert and open documents survey of in-service teachers to collect teachers' understanding of the moral education in mathematics.Then,using the research of ordinary people's methodology and grounded theory,the three-level coding is carried out,and the connotation classification framework of moral education in mathematics is initially constructed.Using the data of interviews and open surveys to compile questionnaires,after two rounds of expert argumentation,revision and testing,SPSS and AMOS statistical software were used to conduct exploratory factor analysis and confirmatory factor analysis,to initially verify the rationality of the framework for the connotation classification of moral education in mathematics.Then,according to the HPM case study process,a case study of the integration of mathematics history into mathematics teaching was carried out.After a comprehensive multi-case pre-research,the case process of perfecting the integration of mathematics history into mathematics teaching embodying moral education in mathematics was determined,also for the teaching theme,the structure of the questionnaire for students' feedback evaluation after class.Subsequently,a formal study of embedded single cases of math history integrated into junior middle school mathematics teaching was conducted.The basic research conclusions of this study are:(1)Moral education in Mathematics mainly includes four dimensions,reason,humanity,personality and responsibility.Rationality includes that mathematics can train students to rigorous thinking,multi-angle thinking,and the quality of seeking truth from facts;Humanities include mathematics,which can cultivate students' dialectical materialism,dynamic and false mathematical beliefs,exploration and innovation consciousness,and students' appreciation of the beauty of mathematics;Personality includes the cultivation of students' willpower and personality qualities by mathematics,allowing students to learn to examine and reflect on their own learning,learn to think empathically,think about problems from the perspective of others,etc.Responsibilities include cultural self-confidence,worldview,society Cultivation of responsibilities,mathematical emotions,etc.(2)Quantitative research has found that after teaching practice,students' understanding of the four dimensions of mathematics moral education has increased,and the increase in the rationality and personality dimensions have statistically significant differences.The increase in the humanities and responsibility dimensions has not been statistically significant difference.A qualitative analysis of the case was carried out from both micro and macro aspects,and the reasons for the changes in students' understanding of the value of moral education in mathematics were studied.The common feature of the teaching of the seven themes is that the teachers like using the history of mathematics to carefully design inquiry activities to allow students to explore and think about solving problems from multiple angles.Therefore,students have a deeper experience in thinking from multiple angles,which can be migrated to do other things.This can be transferred to the empathy of doing things and thinking from the perspective of others,so from a micro perspective,the students' significant changes in the dimensions of rationality and personality are explained.The conclusive post-test questionnaire received a total of 100 students' evaluation of the impact of the history of mathematics on it.Among them,rationality appeared 20 times,which once again explained that the most influential effect of the integration of mathematics history in mathematics teaching on students is the rational dimension.Most students suggest that the history of mathematics taught them to look at problems from multiple angles.Case interviews found that as time goes on,students will forget the specific content of a specific lesson,but they believe that the integration of the history of mathematics has the greatest impact on them,which is to broaden their research ideas,broaden their horizons,Multi-angle thinking,that further verify the results of quantitative research.Based on the above research results,the researchers believe that the integration of the history of mathematics into mathematics teaching is a powerful hand to implement "humanized" mathematics education.The design of effective inquiry activities is a platform to promote students' active thinking.The implementation of moral education in mathematics requires teachers to use keenly in teaching "Moral education point".In addition,this research still has certain limitations.We also need to cooperate with interdisciplinary researchers to improve the classification framework of the connotation of moral education in mathematics;extensively conduct research on the history of mathematics in order to achieve the normalization of the integration of mathematics history into mathematics teaching;expand the scope of research objects and further investigate the moral value of HPM.