High School Stereo Geometry Teaching Research From HPM Perspective

The study of mathematics history and mathematics education has become one of the important fields of mathematics education.The development of the HPM case has achieved certain results.In high school teaching,three-dimensional geometry is not only the expansion of the plane geometry of junior middle school,but also the basis of the university's analytical geometry.It plays a significant role in cultivating students' logical thinking ability and space imagination ability.This paper analyzes the process of Chinese mathematics history and solid geometry knowledge dissemination in China,collates stereograms related content in curriculum and textbooks,and investigates teachers' and students' understanding of the history of mathematics in mathematics and the history of solid geometry mathematics,and designs HPM perspectives.Under the " Structural features of prisms,pyramids,and pyramids " teaching design and teaching tests.Gives teaching suggestions: set up the HPM research group;pay attention to the development of HPM theory and research;pay attention to the students' difficulties in the three-dimensional geometry;combine these mathematical difficulties with historical materials to explore teaching designs that are more conducive to the development of students' thinking ability.This article mainly includes seven parts:The first part is introduction.Including research background,research objectives,research issues,research methods and innovations.The second part is the literature review.The status quo of HPM research at home and abroad,the HPM experimental research at home and abroad,the teaching practice of solid geometry,the educational value of HPM,and the historical similarity of the theoretical basis of this article are discussed.The third part is the study of the history of solid geometry.It mainly discusses the history of ancient Chinese mathematics,the introduction of "geometry original",and it is worth noting that the contribution of Western scholars Ricci's contribution to the development of Western learning.The requirements for solid geometry in the curriculum standards and the contents of the solid geometry in the A textbook were taught.The fourth part is the three-dimensional geometry in the current curriculum standard and teaching materials.The requirements for solid geometry in the curriculum standards and the contents of the solid geometry in the A textbook were taught.The fifth part is the empirical research design.Three main surveys were conducted: the investigation of the integration of mathematics history for teachers and students in mathematics teaching,and the investigation of the integration of mathematics history for students in high school solid geometry teaching;an interview: high school solid geometry teaching for teachers Integration of history of mathematics in the process.According to the result analysis,the status of mathematics history in teaching practice is worrying,and the literacy of teachers and students' history of mathematics needs to be improved.The sixth part is the teaching design of mathematics history that integrates prisms,pyramids,and prisms.Compare the definition in "Geometry Original" with the definition in the textbook,and discuss the development of related concepts.Focusing on the student-centered approach,we designed a teaching design of “Structural Characteristics of Prism,Pyramid,and Prism,” and tested the teaching design through pre-testing,real-time post-testing,and post-testing a week later.Promote the conclusion of the effect.The seventh part is the conclusion.Discusses the necessity and method of integrating mathematics history into three-dimensional geometry teaching.From the perspective of teachers,the integration of the history of mathematics has enriched teachers' knowledge literacy and strengthened their mathematics beliefs.From the perspective of students,the integration of the history of mathematics stimulated interest in learning,stimulated the atmosphere of the classroom,trained the ability of thinking,and cultivated mathematical emotions.Furthermore,we can integrate mathematics history by establishing a network of mathematical knowledge in a timely manner and paying attention to revealing the development process of mathematical concepts and theorems.Rethinking the deficiencies of the paper and the direction of follow-up research.