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HPM主要研究数学史如何促进数学教育,是数学教育研究的重要组成部分,基于IC-ME12中有关HPM的各类活动和研究论文,研究表明HPM具有数学史料教育取向的挖掘、数学史课程的研究、数学史教育价值的探索和实践、数学史和数学教材的研究等研究现状。通过分析,认为HPM的研究呈现出关注教师教育中的数学史课程、注重HPM研究的教育倾向,以及关注如何在课堂教学中融入数学史等研究趋势。
Abstract：The focus of HPM is about how history of mathematics promotes mathematics education,which is an important part in mathematics education research.The activities and research papers related to HPM in ICME12 can be classified into five different themes,including mining education-oriented historical materials of mathematics,studies on mathematics history courses,exploration and practices about the education value of history of mathematics,and studies on history of mathematics and teaching materials.Through the analysis,the study suggests three main trends in HPM research,including paying close attention to mathematics history courses in teacher education,emphasizing on the educational orientation to HPM research,and concerning how to integrating mathematics history into classroom teaching.
[1][36]Uffe Thomas Jankvist.History,Application,and Philosophy of Mathematics in Mathematics Educa-tion:Accessing and Assessing Students’Overview&Judgment[C].12th International Congress on Mathe-matical Education,2012:10101029.
[2][25]Marta Menghini.From Practical Geometry to the Laboratory Method:The Search for an Alternative to Euclid in the History of Teaching Geometry[C].12th International Congress on Mathematical Education,2012:11101127
[3][26]Michel Spira.On the Golden Ratio[C].12th International Congress on Mathematical Education,2012:11281143.
[4][30]Mustafa Alpaslan&Cigdem Haser.“History of Mathematics”Course for Pre Service Mathematics Teachers:A Case Study[C].12th International Congress on Mathematical Education,2012:41804189.
[5][27]María del Carmen Bonilla.Visualization of the Archimedes Mechanical Demonstration to Find the Vol-ume of the Sphere Using3d Dynamic Geometry[C].12th International Congress on Mathematical Educa-tion,2012:41904199.
[6][28]Andre Cauty.How to transform an Aztec xihuitl(an18period year)into a solar calendar[C]12th International Congress on Mathematical Education,2012:42004209.
[7][37][50]Uffe Thomas Jankvist,Reidar Mosvold,Janne Fauskanger&Arne Jakobsen.Mathematical Knowledge for Teaching in Relation to History in Mathematics Education[C].12th International Congress on Mathematical Education,2012:42104217.
[8][38]Tinne Hoff Kjeldsen&Pernille Hviid Petersen.History and The Learning of Mathematics:Detecting Students’Meta Discursive Rules[C].12th International Congress on Mathematical Education,2012:42184227.
[9][39]Jerry Lodder.Primary Historical Sources in The Classroom:Discrete Mathematics[C].12th Interna-tional Congress on Mathematical Education,2012:42284236.
[10][40]Anne Michel Pajus.Historical Algorithms in The Classroom And In Teacher Training[C].12th International Congress on Mathematical Education,2012:42374246.
[11][31]Bjrn Smestad.Not just“telling stories”.History of mathematics for teacher students what is it and how to teach it[C].12th International Congress on Mathematical Education,2012:42474255.
[12][29]Xuhua Sun&Yuwanjun Sun.The Systematic Model Lǜof Jiu Zhang Suan Shu and its Educational Implication in Fractional Computation[C].12th International Congress on Mathematical Education,2012:42564263.
[13][32]Jeffrey J.Wanko.Understanding Historical Culture Through Mathematical Representations[C].12th International Congress on Mathematical Education,2012:42644269.
[14][33]Patricia Baggett&Andrzej Ehrenfeucht.History and Theories of Mathematics Education:A Graduate Mathematics Course[C].12th International Congress on Mathematical Education,2012:7726.
[15][41]Donna Ericksen&Tibor Marcinek.Dates and Historical Places as Motivators for Studying Historical Aspects of Mathematical Ideas:The End of The World and Maya Mathematics[C].12th International Con-gress on Mathematical Education,2012:7727.
[16][42]Maria Elisa E.L.Galv～ao&Vera H.G.de Souza.History Of Classical Problems in Classroom or Teacher Training:From Origins to Answers[C].12th International Congress on Mathematical Education,2012:7728.
[17][34]Osamu Kota.A Plan of The Course“History of Mathematics for(Prospective)Teachers[C].12th International Congress on Mathematical Education,2012:7729.
[18][46]Young Hee Kye.Paradigm and Pan Paradigm in Math and Art History[C].12th International Con-gress on Mathematical Education,2012:7730.
[19][47]Guoqiang Li&Lihua Xu.The Discussion on Level of Qhm of Mathematics Teachers Based on the E-valuation Theory of Solo Classification[C].12th International Congress on Mathematical Education,2012:7731.
[20][35]Immaculate K.Namukasa.Historical Mathematics:A Reflection on Modification of a Teacher Educa-tion Course[C].12th International Congress on Mathematical Education,2012:7732.
[21][43]Carlene P.C.Pilar Arceo.Looking Back to Look Forward Undergraduate Perceptions&the Subse-quent Challenge to Math Educators[C].12th International Congress on Mathematical Education,2012:7733.
[22][44]Xinsheng Lu&Shan Liu.Historical Analysis of Mathematics Teaching Materials[C].12th Interna-tional Congress on Mathematical Education,2012:7734.
[23][48]MIYAMOTO Toshimitsu.Arithmetic and Mathematics Education and Teaching Practice to Bring up History of Mathematics Culture Richlytype[C].12th International Congress on Mathematical Education,2012:7735.
[24][45]Yao Yiling.The exploration and enlightenment of the mathematics history’s integrating——Taking the mathematics textbook of primary school as an example[C].12th International Congress on Mathematical Education,2012:77367737.
[25][49]Jankvist,U.T.&Kjeldsen,T.H.New avenues for history in mathematics education-mathemati-cal competencies and anchoring.Science&Education,2011,20(9):831862.
[51]汪晓勤.HPM的若干研究与展望[J].中学数学月刊,2012(2):1-3.
基本信息:
中图分类号:O1-4;G652
引用信息:
[1]黄友初,朱雁.HPM研究现状与趋势分析[J].全球教育展望,2013,42(02):116-123.
基金信息:
2010年教育部人文社会科学研究一般项目“多元文化数学课程的理论与实践”(项目编号:10YJA880179);; 2011年度温州大学教改项目“《高等数学》课堂教学模式探索研究”(项目编号:11jg40B)成果
2013-02-15
2013-02-15