基于HPM理论圆周率教学重构OA

The impact of different approaches to integrating the history of mathematics into mathematics education on students'learning outcomes varies significantly.This study,taking the teaching of pi as an example and based on the HPM theoretical framework,adopted a quasi-experimental method,selecting 96 fifth-grade students divided into two groups for experiments,implementing"reconstructionist"and"additive"teaching programs,respectively.Covariance analysis of pre-and post-test data revealed that the"reconstructionist"teaching method significantly improved students'learning interest(F=8.097,p=0.005,partial η²=0.080),and effectively promoted students'understanding of the conceptual connotation of pi,especially the deep understanding of the"approximation"idea(F=15.920,p<0.001,partial η²=0.146).There was no significant difference between the two methods in the ability to solve problems using formulas(F=0.268,p=0.606,partial η²=0.003).The study shows that the"reconstructionist"teaching based on HPM theory can effectively deepen students'conceptual understanding and perception of mathematical ideas,providing an important practical pathways and theoretical support for developing students'higher-order thinking.