Researches On The Phenomenon Of "High Evaluation And Low Application" In HPM

Since the 19th century,the educational value of mathematics history has been valued by more and more mathematicians,math historians,and mathematics educators.However,the history of mathematics’given high expectations has not been applied to mathematics classrooms as scheduled.There is a phenomenon of "high evaluation and low application"in the history of mathematics.This phenomenon is a mismatch between people’s expectation of the role of education in mathematics and the practical application of the history of mathematics.Previous researches devoted to the development of mathematical history of educational forms and teaching cases from the perspective of HPM to improve the application of mathematical history,but the effect is not significant.On this occasion,re-examining the phenomenon of "high evaluation,low application" is of great significance to the subsequent HPM research.This paper adopts an open questionnaire survey and provides excellent HPM teaching cases in the questionnaire.This paper explores the rational evaluation of mathematics history into mathematics teaching by high school mathematics teachers through teachers’evaluation of these cases,which provides a new perspective for researchers to understand the phenomenon of "high evaluation and low application".This study analyzes the data results and obtains the following conclusions:First,the actual educational role of high school teachers in the face of HPM teaching cases is lower than they envisaged.It can be inferred that the current evaluation of the role of mathematics education is too high,"high evaluation,low application"The practical application of the history of mathematics is in line with the rules of teaching,and the understanding of the integration of mathematics into mathematics teaching is not rational enough.Second,high school teachers tend to apply simple history of mathematics.It is not that high school teachers do not know enough about high-level applications,but based on the cognitive level and teaching efficiency of high school students,they will choose simple and efficient teaching methods.Fourth,high school teachers think that a brief introduction to history can stimulate students’interest or curiosity,which is the main reason why teachers are highly appraised by HPM.But these interests and curiosity are not related to mathematics learning.Teachers It may be influenced by the inertia of thinking,and it is believed to stimulate interest in learning because of the interesting history of mathematics.Fifth,in the actual classroom,it is not necessary to integrate mathematics history into mathematics teaching,and it is not necessary to integrate each piece of mathematics history into mathematics teaching.The only criterion for using mathematics history in teaching is the integration of mathematics history.Not more conducive to student learning.