The Teaching Research Of Figure And Geometry In Junior High School From The Perspective Of HPM

An understanding of the history of mathematics is a prediction of the past,present and future of mathematics.After many curriculum reforms and research on the teaching of the history of mathematics,HPM(History of Mathematics and Mathematics Education)has become one of the hot topics in mathematics education,and the integration of the history of mathematics and teaching has formed a set of relatively mature theories.However,there is a lack of teaching design and case studies in the highly abstract field of geometry,and there is a gap in the overall teaching effectiveness of teachers and students in this field.Therefore,this paper will conduct a study on HPM and geometry teaching.This paper is based on relevant domestic and international theoretical studies,the current status of geometry teaching and relevant conceptual definitions.The following three questions are raised:(1)Why should HPM be integrated into middle school geometry teaching?(2)How to teach junior high school geometry in the HPM perspective?(2)What is the method of practice;(3)How well is the teaching of middle school geometry in the HPM perspective practiced? That is,how effective is the practice,including effectiveness,shortcomings,suggestions for improvement and teaching suggestions.The author carried out a questionnaire survey in the school where she worked as an intern from the students’ point of view for each school section,meaning a general survey study and data analysis of two classes selected for each grade,a total of six classes;an analysis of the history of mathematics and the distribution of graphs and geometry in the Shanghai version of the textbook after selecting two representative sections of the textbook,and a teaching design for the integration of the history of mathematics in these two sections from the teacher’s point of view;and a comparison experiment set up in two parallel classes,namely the experimental class integrated geometry history of mathematics teaching,and the control class following the traditional model,and the data comparison analysis of the pre-and post-test papers for the summary,and in the conclusion of the experiment to answer some of the effects and suggestions of question(3).As a result,through the above analysis,this paper draws the following conclusions for the three research questions mentioned above:(1)the necessity of integrating the history of mathematics into the middle school geometry classroom;(2)the methods of integrating the history of mathematics into geometry teaching;and(3)the suggestions for teaching geometry in middle school.In summary,the study of teaching and learning of middle school graphics and geometry in the HPM perspective is of great pedagogical research value and provides a reference for front-line teachers and HPM researchers.