Research On The Practice Of Mathematics Concept Teaching In Primary Schools From The Perspective Of HPM

HPM has not been effectively implemented in primary school mathematics teaching.Through literature research,it is found that the research of HPM teaching is relatively rich in theory.In the classroom teaching of HPM teaching,most of the published literature only introduces a specific case of teachers,and generally focuses on junior and senior high schools.There are few related studies on the teaching of mathematical concepts in primary schools.Few of them,let alone for students with different learning conditions,lack of replicability and generalization of specific practice cases.However,the international research on finding and constructing HPM teaching mode which conforms to the level of students' cognitive development is continuing and enriching.The theoretical research of scholars and the practical exploration of front-line teachers have laid a preliminary foundation for the research of HPM concept teaching in primary school mathematics.Through questionnaires and classroom observation,this study aims to understand teachers' perception of HPM concept teaching: teachers' own access to mathematical history materials,especially those related to the history of mathematics in primary school mathematics textbooks,their understanding and use;how HPM concept teaching methods are formed and the existing obstacles and solutions in textbooks;The usefulness and distribution of mathematical historical materials.The results show that there are the following problems in HPM concept teaching in primary school mathematics:(1)insufficient knowledge reserve of teachers' own history of mathematics leads to difficulties in integration;(2)uneven implementation of teaching due to differences in teachers' subjective cognition;(3)inappropriate integration due to lack of understanding of students' cognition;(4)single content of historical materials in textbooks leads to lack of individuality in teaching design;(5)lack of individuality in teaching design.The evaluation orientation of mathematics examination results in the low enthusiasm of ordinary teachers in HPM teaching.In order to better promote the teaching of HPM concepts in primary school mathematics and maximize the educational value of mathematical history in the classroom,this paper puts forward three strategies of integrating mathematical history into the teaching of mathematical concepts in primary school on the basis of previous studies: first,understanding the origin of concepts through the integration of concept generation and development history;second,the process of discovering and verifying the integration characteristics of forming links.Interpretation promotes the understanding of concepts;3.Deepening the understanding of the essence of concepts through story interpolation.And each strategy is verified by corresponding teaching fragments.It is believed that these explorations will be helpful to promote the teaching of mathematical concepts in HPM primary schools.