| In recent years,more and more researchers have paid attention to students' mathematical epistemological beliefs,and many studies have shown that mathematical epistemological beliefs play a certain role in students' mathematical learning process.The object of most studies on individual epistemological beliefs focused on college students and educators,the research of middle school students' epistemological beliefs only focus on the epistemological beliefs of dimension and measurement,There are few researches on how to cultivate students' mathematical epistemological beliefs or change students' mathematical epistemological beliefs,I think that the research in this field is necessary.There have been 40 years from the establishment of HPM in 1972 to the present,the research in the field of mathematics history and mathematics education has gradually become mature,and some studies have shown that the integration of mathematics history into mathematics education improves students' mathematical epistemological beliefs.The purpose of this research is to provide action guidelines for improving teachers' teaching and students' learning;to explore the influence of HPM on the transformation of ninth grade students' mathematical epistemological beliefs,perfect the theory of mathematical epistemological beliefs;to enrich the investigation and research on the current situation of students' mathematical epistemological beliefs.By integrating the history of mathematics into the classroom teaching of ninth grade mathematics,the author quantifies the students' mathematical epistemological beliefs through the "Mathematics Epistemological Beliefs Measurement Scale",and distribute it to the students in the form of questionnaires to compare the changes of the students before and after,and observe the transformation of the students' mathematical epistemological beliefs.The current situation of students' mathematical epistemological beliefs is obtained through SPSS.By comparing the answers of each question in the questionnaire before and after the experiment,and combining with the results of classroom examples and teacher interviews,the transformation of students' mathematical epistemological beliefs is obtained.The conclusions are as follows:(1)On the whole,students' overall mathematical epistemological beliefs has been significantly improved,and mathematics teaching integrated with HPM is helpful to improve students' mathematical epistemological beliefs to some extent.(2)Analyze from mathematical knowledge belief.This dimension of mathematics knowledge source,students have begun to produce change,beginning to realize that math is not textbooks or teachers of mathematics,it is through the discovery and study of mathematicians in China's history,after repeated reasoning and validation developed gradually,the same mathematical knowledge can come from our own experience and reasoning.For the dimension of certainty of mathematical knowledge,students have also changed to the viewpoint that "knowledge is changeable and there are multiple answers for each question".The two dimensions of the structure of mathematical knowledge and the judgment of mathematical knowledge didn't change significantly.(3)Analyze from mathematics study belief.For the dimension of mathematics learning ability,students' cognition of this dimension is relatively correct before the experiment,and there is basically no significant change before and after the experiment.For the dimension of learning speed of mathematics,students also have good belief,while the history of mathematics has little effect on the change of belief of learning speed of mathematics.The dimension of mathematics learning style is the best among the eight dimensions of mathematics cognition belief,and there is no significant difference before and after the semester.For the dimension of mathematics learning motivation,from the data before and after comparison,it is found that students gradually change from extrinsic motivation to intrinsic motivation. |
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