Research On The Teaching Design Of Mathematics Chapter Starting Lesson From HPM Perspective In Junior High School

An important understanding in the pedagogical view of the reform of the basic education mathematics curriculum is to grasp the essence of mathematics,the root of which is the development of students.The in-depth integration of the history of mathematics and mathematics education(HPM)has important educational value and practical significance in revealing the background of mathematical knowledge,the process of its development,and the implementation of core literacy in mathematics.Chapter-starting lessons have a unique role in guiding students to perceive the wholeness of mathematics and build a complete knowledge system.However,there is still a need for further research on the teaching design of HPM concept and the deep integration of chapter starting lessons.This paper provides an in-depth analysis of the value,content,teaching principles and teaching strategies of mathematics chapter starting lesson of the HPM perspective in junior high school,taking why,what and how to teach as the starting point.Based on the questionnaires and surveys,this paper systematically analyzes the problems of onesided perception of the chapter starting lessons and the lack of integration of the history of mathematics into the mathematics classroom,and takes "multiplication of powers of the same base","understanding irrational numbers" and "understanding quadratic equations" as examples to study the teaching design of the chapter starting lessons in junior high school mathematics from the HPM perspective,and conducts an empirical study on the effectiveness of their implementation.Research has shown that the HPM perspective of middle school mathematics chapter starting lessons can:(1)effectively improve the classroom atmosphere and increase students’ classroom participation;(2)reveal the context in which mathematical knowledge arises and guide students to grasp the essence of mathematics;(3)guide students to feel the wholeness of mathematics and promote the development of holistic thinking;and(4)promote the improvement of students’ academic performance.