HPM案例驱动下的小学数学教师专业发展——以“角的初步认识”为例

Teacher’s Professional Development Driven by HPM Lessons: the Case of “Preliminary Understanding of Angle”

Through the qualitative analysis of several teaching designs and interview in teaching “Preliminary Understanding of Angle”， finding that developing HPM lesson does not only has a positive effect on teacher’s teaching goals location， content design， use of history material， but also has a positive effect on dimension of MKT linked with the case， mathematics belief and history of mathematics belief， however， has no significant on SCK， KCC accumulated by long time. Therefore， on one hand mathematics teachers in primary schools need to develop HPM lessons frequently， on the other hand they need to improve their literacy of history of mathematics.