基于HPM视角下的等差数列前n项和教学研究  

Discussion on the First n Terms of Arithmetic Sequence and Teaching Design Based on HPM Perspective

作　　者：尚沐含 红霞[1] 张丽[1] 

机构地区：[1]洛阳师范学院数学科学学院,河南 洛阳

出　　处：《创新教育研究》2024年第11期450-459,共10页Creative Education Studies

摘　　要：数学史与数学教育之间的关系(HPM)是数学课堂上实现立德树人的重要途径之一,也是课程思政在教学中的重要体现。本论文将从HPM的角度出发,对等差数列的教学设计进行探讨,并将数学史与课堂教学相结合,以期对高中数学教学的科研与教学起到一定的借鉴作用。The relationship between the history of mathematics and mathematics education (HPM) is one of the important ways to achieve moral education in mathematics classrooms, and it is also an important manifestation of ideological and political education in teaching. In this paper, we will explore the teaching design of arithmetic sequences from an HPM point of view, and integrate the history of mathematics into classroom teaching, aiming to provide reference and assistance for high school teachers’ research and teaching.

关 键 词：HPM 高中数学 等差数列 教学策略 

分 类 号：G63[文化科学—教育学]