Coherence Study Of Classroom Teaching In The Perspective Of HPM

The function of History of mathematics for mathematics education has always been an important topic by mathematicians at home and abroad. Experts and scholars both at home and abroad agreed that history of mathematics merged into mathematics teaching can stimulate the students interesting;Let students experience the development of history. Meanwhile, Instructional coherence has been defined as an important feature of effective instructive instruction in mathematics classroom. So the purpose of this study is effective use of methods of mathematics classrooms and the improvement of the coherence of History of mathematics.An investigation shows that a coherent class is beneficial to the improvement of the students study result, helps to develop students' coherence thinking more, meanwhile, as the history of mathematics classroom has being gradually accepted and to be sure, the design of history of mathematics and the methods for it applied to teaching seems more important; HPM under the vision of continuity of classroom teaching. The instructional coherence of mathematics classroom under the HPM perspective will become a topic that Scholars research. In view of the HPM teaching coherence, this article mainly from the research in the following four aspects:1. Through an interviewing of teachers and a questionnaire survey, accurately grasp the current situation and the existing problems of history of mathematics. In particular, the author carried out an action research on the instructional coherence of mathematics classroom.2. Through the analysis of the existing mathematical history teaching cases, grasp the current situation of HPM teaching practice in our country, and summarized the main methods in the History of mathematics applied to teaching.3. Through the history of mathematics in junior high school teaching design and practice of the Pythagorean theorem, explore how to make the function of the history of mathematics in the teaching of the world, in order to avoid derivative of HPM teaching, teaching design where need to pay attention to some problems;Teaching design: The teaching design generated by the same teacher, she designed two different teaching design: the first teaching design is the teacher according to their own understanding of HPM teaching design; Teaching design is the second after several teaching experience of excellent teachers and the relating HPM expert guidance by the teachers on the basis of the original after modification.The implementation of the two teaching design: design are two different teaching in a middle school eighth grade two different classes to implement, the two classes are first learning the Pythagorean theorem.4. Through the interviews after class and questionnaire survey of students, understand a student's ability to accept history of mathematics into classroom teaching and perception, understanding of HPM teaching design and practice in the role of the emotional and cognitive level, and the meaning of the professional development of teacher itself.Through research and data analysis, the author studied the situation and deficiency of instructional coherence of history of mathematics merged into mathematics teaching. At last, the author put forward some own suggestions about selection from historical materials, the method of history of mathematics, and how to design a church more coherent HPM teaching.