How Does the History of Mathematics Influence the Teacher's Conceptions of Mathematics——A Case Study Based on Two Theoretical Perspectives
Conception of mathematics is a mental structure encompassing beliefs,concepts,rules,mental images,and so on.Teachers'conceptions of what mathematics is deeply affect their conceptions of how mathematics should be presented,which in turn affects specific teaching practices.Combining the two theoretical perspectives of classification of mathematical concepts and reflective mathematical concepts model,and with the help of case study method,this paper deeply depicts the changes in mathematical concepts and influencing factors of three in-service teachers in the process of learning the history of mathematics.It is found that the evolution history-historical background can enhance teachers'problem-solving tendencies,promoting teachers to realize the dynamics and humanism of mathematics;the evolution history-mathematics content can prompt teachers to pay attention to the interconnection between knowledge and the reason of knowledge,strengthening the Platonism view and weakening the instrumentalist view;the enumeration history-mathematics content can encourage teachers to recognize the flexibility and essence of mathematics,weakening the instrumentalist view.
mathematics teachersconceptions of mathematicsdevelopment of conceptions
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