A Cognitive Study Based on the English Teaching Method From the Perspective of HPM (History and Pedagogy of Mathematics)

Abstract

The exchanges between China and European and American countries are increasingly frequent, so as a tool for international communication, English has been universally adopted. How students learn English well and how teachers teach English well have become the focus of attention in the education community. HPM, abbreviated as History of Mathematics and Pedagogy, began to emerge as an academic field in 1972. The goal of HPM research is to improve mathematics education through applied history of mathematics. HPM focuses on the relationship between mathematics and other disciplines, and the application of mathematical primitive texts in teaching. This paper mainly studies the relationship between mathematics and English teaching and the application of original mathematical texts in English teaching. Traditional English teaching and mathematics may seem unrelated, but we can see the connection between the two via HPM , and understand the applicability and innovation of teaching English through mathematical methods, and ultimately achieve the effect of good mastery by students. Based on the above ideas, this paper lays emphasis on scientific understanding of how English is taught in education. We have visited schools, communicated with teachers and students, conducted in-depth investigation and research, proposed a series of indicators affecting the amount of English teaching, and constructed and studied the English teaching model based on fuzzy mathematics and provided effective and targeted teaching methods and tools for secondary schools and colleges in the field of second foreign language learning. Among them, the hierarchical analysis method is adopted to determine the index weight coefficient, which is more scientific and also reduces the subjective arbitrariness as much as possible, so as to realize the scientific and effective cognition of foreign language teaching and give full play to the guiding role of cognition in foreign language teaching.