| "Student-oriented grasp of the essence of mathematics" has become the basic consensus of mathematics education.The deep integration of mathematics history and mathematics education(HPM)embodies the basic principles of mathematics education such as "mathematization" and "re-creation" in revealing the occurrence of mathematics knowledge,and has important reference significance and practical value in implementing the core literacy of mathematics discipline.Basic inequality reveal the nature of a kind of quantitative relation that exists universally in the objective world.It has important educational resource value and role in cultivating students’ core literacy such as mathematical abstract logic reasoning.There are still many problems in the research of instructional design of basic inequality from the perspective of HPM,which are worthy of in-depth discussion and empirical research.Based on the first-line teachers’ investigation and suggestion on the cognition of the teaching concept of deep integration of mathematics history and mathematics education,this paper carefully selects and deals with the mathematical historical materials related to basic inequality and reconstructs the teaching design of basic inequality.On the basis of teaching practice,this paper makes use of the theory of measurement and evaluation of mathematics education and makes statistics on teaching effect from two dimensions of students’ emotion,attitude,values and knowledge understanding level,and puts forward relevant teaching suggestions pertinently.The research shows that the deep integration of mathematics history and mathematics education can effectively promote:(1)Students’ interest in learning and innovation ability;(2)Students’ knowledge understanding level,mathematical abstract logical reasoning and mathematical modeling and other core literacy.The following suggestions are put forward for integrating the history of mathematics into mathematics teaching:(1)Grasping the essence of mathematics and excavating historical materials of mathematics;(2)Constructing instructional design and creating classroom activities;(3)Predictive learning choice fusion;(4)Applying information technology to accurately integrate historical materials. |
