Research And Practice On Teaching Design Of Middle School Mathematics Propositions From The Perspective Of HPM

The impact of mathematics on modern society can be described as profound,ranging from aerospace to clothing,food,housing,and transportation,all of which are closely related to mathematics.Mathematics teaching is the best way to improve the mathematical literacy of the whole nation,and many mathematics scholars,teachers,and experts are actively exploring ideas and methods to improve the effectiveness of mathematics teaching.Since the 1970 s,history of mathematics and mathematical education(HPM)have gradually entered the vision of researchers.Its research purpose is to integrate history of mathematics into mathematics classroom,so that students can feel mathematical charm and improve cultural literacy in the process of exploring the emergence,development and evolution of mathematics.At the same time,teachers can continuously adjust and improve mathematics teaching content and methods based on students’ learning attitudes and progress,and improve teaching quality and efficiency.Mathematical proposition teaching generally refers to the teaching of mathematical theorems,formulas,rules,etc.Mathematical propositions occupy a significant proportion in junior high school mathematics teaching.The derivation and proof of propositions contain mathematical core competencies such as abstract ability,computational ability,and reasoning ability,which to some extent helps students develop their mathematical thinking ability.Teaching junior high school mathematical propositions from the perspective of HPM enables students to have a deeper understanding of mathematical propositions while understanding history,thereby improving the effectiveness of learning.Through literature analysis,this paper reviews the relevant literature on HPM and mathematical proposition teaching,understands the development process of HPM and the current situation at home and abroad.According to the requirements of the new curriculum standard for mathematical proposition teaching and the integration of mathematical culture and mathematics disciplines,combined with the author’s practice,this paper discusses the problems in junior high school mathematical proposition teaching and the role of HPM theory in guiding mathematical teaching,and analyzes the necessity of integrating history of mathematics into junior high school mathematical proposition.In the teaching practice,the investigation method,interview method and case analysis method are used to divide the teaching class into experimental class and control class for teaching respectively according to the two typical cases of "perpendicular bisector determination" and "formula for finding the root of the quadratic equation of one variable" in junior high school mathematical proposition based on the HPM principle.After class,detection and analysis are carried out,and interviews are conducted with teachers,hoping to solve the following problems in mathematical proposition teaching from the perspective of HPM:(1)The influence of the integration of history of mathematics into junior high school mathematics proposition teaching on students;(2)The influence of the integration of history of mathematics into the teaching of mathematical proposition in junior high school on teachers;(3)The teaching inspiration of implementing mathematical proposition teaching from the perspective of HPM.The practice shows that the integration of history of mathematics into the teaching of mathematical propositions is conducive to increasing students’ interest in learning and promoting the development of students’ knowledge and skills;The teaching of mathematical propositions from the perspective of HPM has promoted the reform of teacher education and teaching,enriched teachers’ mathematical cultural literacy,and improved their own comprehensive quality.