HPM视角教师专业发展的研究与启示  

Mathematics Teachers’ Professional Development Promoted by HPM: Researches and Implications

作　　者：蒲淑萍[1,2] 汪晓勤[3] 

机构地区：[1]重庆师范大学初等教育学院 [2]西南大学数学与统计学院 [3]华东师范大学数学系

出　　处：《数学教育学报》2015年第3期76-80,共5页Journal of Mathematics Education

基　　金：重庆市教育科学规划重点课题——HPM视角的小学数学文化教学的设计研究(2014-GX-022);重庆师范大学基金项目——中国与美国、新加坡小学数学教材的数学文化研究(13XWB023)

摘　　要：HPM是研究数学史与数学教育关系的国际教育组织,现在学界通常以HPM代表该研究领域.近年来,教师专业发展逐渐成为HPM领域的热点研究问题之一.国外学者的理论解析与实证研究表明,HPM教学对于教师观念、知识和能力等具有重要影响;这些研究对中国开展HPM教学与教师专业发展关系的研究,具有方法、内容、范式的重要引领意义;相关研究对于教师培训的任务制定、模式选择等具有借鉴意义.In recent years, teachers’ professional development has gradually become a focus and hotspot of HPM research field. From the theoretical analysis to empirical research, scholars at home and abroad have conducted a great deal of studies and made much progress on why, where and how HPM contribution to teachers’ professional development. These studies confirm that HPM has an important influence in teachers’ mathematics teaching and learning concepts, knowledge and ability. For the studies on mathematics teachers’ professional development promoted by HPM in our country, they play an important leading role in research methods, contents and paradigms. For the task and pattern selection of the teachers’ HPM training, they also have some implications.

关 键 词：HPM 教师专业发展 启示 

分 类 号：O1-4[理学—数学] G652[理学—基础数学]