The Study Of Teaching And Learning For Mathematics Review On Senior-three Based On HPM

The senior three review lesson is an important and essential part of the whole implementation of teaching.Due to the limited review time and heavy tasks,the teaching mode of teachers is still dominated by expository method,which ignores the natural process of knowledge development,students' initiative and their essence status.In recent years,the HPM has become a hot topic in mathematics teaching.However,by consulting the literature,we can find that the research on HPM is mainly about the discussion on its theoretical framework while the specific practice research is little,especially the research on teaching of senior three review lessons from the perspective of HPM.Based on the present situation of mathematics teaching on senior three review lessons and the enlightenment of HPM,the author studied the teaching practice of all the members of the math studio in their respective senior three classes from the perspective of HPM and try to reach the following goals:(1)To study the effect of the teaching of senior three mathematics review lessons base on HPM on teachers and students;(2)To form a teaching design model of senior three mathematics review lessons from the perspective of HPM.After combining and analyzing statistics from theoretical research,questionnaire surveys and individual interviews,this paper has reached the following conclusions:(1)From the perspective of HPM,the teaching of senior three review lessons can effectively promote the achievement of students' learning objectives.(2)From the perspective of HPM,the teaching of senior three review lessons will help to improve teachers' abilities in teaching design for senior three review lessons with the integration of the history of mathematics.(3)It has preliminarily formed a teaching design framework of senior three mathematics review lessons from the perspective of HPM.Based upon the research conclusions,the following teaching inspirations are proposed at the end of this paper:(1)To create a problem situation based on the history of mathematics.(2)To apply the genetic approach to teaching and learning.(3)To carry out guided "re-creation".