Research On Junior Middle School Mathematics Teaching Design From HPM Perspective

Integrating the history of mathematics into mathematics education has always been a focused issue both at home and abroad. Under the background of the new curriculum reform, the educational value of mathematics history has been recognized by a vast number of educators. The content of mathematics history in the mathematics teaching material was also increased. In consideration of the lack of humanistic spirit in the domestic mathematics education, there are growing calls to make mathematics history enter into classroom. However, what role does mathematics history plays in mathematics classroom teaching of junior middle school? How to deal with this plight? To solve these problems, this paper, on the basis of literature review both at home and abroad and questionnaire survey, analyzed and discussed the teaching design in junior high school from the perspective of HPM (History and Pedagogy of Mathematics).In order to understand the status of mathematics history in mathematics learning in junior middle school, this study surveyed teachers and students respectively through questionnaire. On the basis of practical research, the following information was concluded through the analysis of the data:The junior high school teachers and students have a certain knowledge of mathematics history which still need to be improved; Although the majority of teachers and students approved of integrating the mathematics history into teaching case, the application of HPM teaching cases are rare in actual teaching. The reasons can be divided into external factors and internal factors. The external factors included the lack of available HPM teaching case, the neglect of mathematics history by the competent department of education and the parents, and the limitation of education evaluation system, etc. The internal factors included the limitation of teachers’ ability and the teaching pressure for developing HPM teaching cases, and the students’ indifference to the content which do not appear to be related to test, etc.On the difficulties that exist in integrating the mathematics history into classroom teaching, this thesis starts with the compiling of teaching design of HPM, and clarifies the content of mathematics history that can be integrated into teaching design; According to the difference in the form of mathematical history, it was divided into five categories; According to the way the content of mathematics history was integrated into the teaching case, the HPM teaching case was divided into three types:additional type, grafting type and the embedded type; On the basis of literature research, this paper expounds that the compiling of HPM teaching case should follow the following principles:seeking truth from facts, being practical, enlightening and operable; On this basis, this paper discusses the concrete operation process of preparation of HPM case. Based on theoretical basis of HPM teaching cases, this paper created two HPM teaching cases by selecting different content to respond to the theoretical knowledge which was set forth from the perspective of practice.In this paper, the study found that the combining of mathematics history and mathematics education has received various aspects of attention. However, the use of HPM teaching cases and the design level still needs to be improved. Therefore, this paper put forward to a series of suggestions such as strengthening the front-line workers’ knowledge of mathematics of history, deepening the development of HPM teaching cases, and transforming the mode of education evaluation, in order to make the mathematics history enter into the mathematics classroom as soon as possible and bring into play its education value.