A Case Study Of Junior High School Mathematics Teaching From The Perspective Of HPM

In the context of the new curriculum reform,the curriculum standard requires more elements of mathematical culture to be integrated into the teaching in order to improve students' mathematical literacy.As a very important part of mathematics culture,it is feasible and necessary to teaching.This study attempts to integrate the history of mathematics into the mathematics teaching of junior high school,in order to mobilize the enthusiasm of students' mathematics learning and improve students' mathematics literacy.The educational value of the history of mathematics is indisputable.In order to understand the current situation of integrating mathematics history into junior middle school mathematics classroom and how to integrate mathematics history into junior middle school mathematics classroom teaching,based on literature reading and questionnaire survey.In order to understand the current situation of integrating the history of mathematics into the mathematics teaching of junior high school and the attitude of teachers and students towards integrating the history of mathematics into the mathematics classroom of junior high school,a questionnaire survey was conducted on teachers and students respectively in the research process.On the basis of the practical survey,the following information was obtained through the data analysis: the knowledge of the history of mathematics possessed by junior high school students needs to be improved;teachers And students have a supportive attitude towards the integration of mathematical history into classroom teaching.However,due to the pressure of exam oriented education and the lack of HPM teaching cases available for front-line teachers,it is difficult to integrate the history of mathematics into the actual classroom teaching.Through the questionnaire survey,it is known that there is a dilemma for the history of mathematics to enter the front-line classroom,so the development of HPM teaching cases in junior high school mathematics teaching has certain research significance.Starting from the compilation of HPM case design,this paper analyzes the content of mathematics history integrated into junior high school mathematics textbooks,and understands the situation of mathematics history integrated into the textbooks;summarizes the types of mathematics history integrated into teaching cases as additional,replication,adaptation and reconstruction;and expounds that the compilation of HPM Teaching cases should follow the principles of inspiration,operability and practicality This paper discusses the specific process of compiling HPM teaching cases.According to the theoretical basis and operation process of HPM teaching case preparation,three HPM teaching cases are prepared.The conclusion of this study is as follows: there are two points through the analysis of the current situation of the integration of mathematics history into junior middle school mathematics teaching.One is that the number of existing HPM teaching cases is small,which leads to the lack of content that front-line teachers can learn from in HPM teaching,and there are certain difficulties in the design of HPM teaching cases by teachers themselves.Secondly,at present,exam oriented education is the main way,teachers are under great pressure in class hours,so there is not much time and opportunity to integrate the history of mathematics into the classroom.Through the analysis of the textbook,the conclusion is that 51% of the content of the history of mathematics in the textbook appears in the reading materials,the teachers will not pay attention to it in the teaching process,and the students will not spend time to see it after class,and the knowledge of the history of Mathematics in the textbook does not play its due educational value;therefore,this paper sorts out the basic process of HPM case design and follows the given process Three teaching cases of HPM are designed,hoping to provide some reference for the front-line teachers.