A Study Of The Correlation Between The Educational Beliefs Of Mathematics Teachers And Their Historical Literacy In Mathematics

The reform of mathematics education curriculum highlights the importance of teachers 'professional development.The educational belief of mathematics teachers is the starting point and soul of teachers' professional development.How to change the educational belief of mathematics teachers and form a scientific and reasonable educational view has become an important task facing the mathematics education community.Researchers try to start from the perspective of mathematical history,analyze and draw lessons from the current research results,and carry out the research on the influence of mathematical history teachers 'literacy history on mathematics teachers' educational beliefs,analyze and summarize the significance and conclusions of research design.This article mainly discusses the following questions:First,in the context of reform,mathematics teachers believe what different beliefs?According to different combinations of these points of view,what are the different types of math teacher's beliefs that can be classified?Second,do teachers with different levels of mathematical history contribute to the formation of different types of mathematical teachers' beliefs?Third,does the teacher's history of math history produce significant differences in math teacher's beliefs with different gender,age,and title?The research is divided into two parts:quantitative research and qualitative research.In the quantitative research,questionnaires are prepared for teachers with various professional titles all over the country in the form of online questionnaires.In the qualitative research,interviews are used to select" And "Introduction to Plurality" to three teachers who have successively designed three subjects on different subjects and asked them to talk about their opinions so as to analyze the internal causes of the quantitative research results.The findings are as follows:(la)Under the new curriculum background,mathematics teachers' belief in education contains four components:mathematical view,mathematics student's view of learning,mathematical teaching view and mathematics teacher's self-realization view;(1b)The first category is constructivist teaching concept,the second category is erroneous teaching concept,and the third category is absolutism teaching concept.(2a)Teachers with different levels of mathematical history literacy can have an overall effect on mathematics teachers'educational beliefs;(2b)teachers of different levels of mathematical history can lead to the formation of educational beliefs of different types of mathematics teachers.(3)There was no significant difference in mathematics history and mathematics education belief among teachers of different sex,education,and grades.According to the conclusion obtained by the research,there are three enlightenments to change the education belief of mathematics teachers:1.It can be regarded as a certain evaluation mechanism by mathematics history literacy teachers in the professional development of mathematics teachers.2.To open the history of mathematics learning Curriculum teacher training is of great significance 3 organizations to open cultural exchange activities in history of mathematics to promote the formation of a scientific and rational belief in math education.