scholarly journals On processes of coloniality and decoloniality of knowledge: notions for analysing the international history of mathematics teaching

ZDM ◽  
2021 ◽  
Author(s):  
Gert Schubring
Keyword(s):  
General Education ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Educational Systems ◽  
Political Processes ◽  
Local Structures ◽  
Novel Approach ◽  
History Of ◽  
Global And Local ◽  
First Time

AbstractThe aspiration of this paper is to develop a novel approach towards investigating the socio-political history of mathematics teaching in educational systems. Traditionally, historical studies are confined to just one country, the author’s country. Broader approaches address international developments by confronting and comparing global and local aspects—revealing general patterns and more specific ‘local’ structures and characteristics. Yet, already in antiquity and medieval times, the specific characteristic of mathematics teaching, namely to operate at the crossroads of general education and vocational training, proved to be intimately tied to the functioning of the particular political system. In pre-modern times, however, a truly international pattern emerged for the first time: European powers conquered, occupied and colonised overseas regions. Given that educational systems were emerging at the same time within these states, they often transmitted elements of these structures to their colonies. This phenomenon included mathematics, and the history of its teaching is analysed here as a part of coloniality. It is shown that this was not a uniform process, and the differences between the various colonial powers are discussed. The involvement of mathematics in the process of decolonisation is addressed, as well as its role in the tension between continued coloniality and movements of decoloniality. Finally, the general framework provided for studying socio-political processes connected with establishing mathematics teaching within public educational systems is applied, in order to analyse recent coloniality practices effected by international achievement studies.

scholarly journals HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

scholarly journals HISTORIA Y MATEMÁTICAS INTEGRADAS A TRAVÉS DE UN DIAGRAMA METODOLÓGICO

PARADIGMA ◽  
2020 ◽  
pp. 197-211
Author(s):  
Miguel Chaquiam
Keyword(s):  
Mathematics Teaching ◽  
Empirical Studies ◽  
History Of Mathematics ◽  
Mathematics History ◽  
De Se ◽  
The Face ◽  
Teaching Text ◽  
History Of ◽  
And Mathematics ◽  
Search For Information

La propuesta presentada surge de las preocupaciones de enseñar el curso de Historia de las Matemáticas en el curso de pregrado en Matemáticas, en 2005, y estudios relacionados con el doctorado, de 2009 a 2012, y evaluado en el curso de posgrado al enseñar el curso de Historia de las Matemáticas. como recurso didáctico. Después de revisar la literatura sobre el uso de la historia en la enseñanza y varios estudios empíricos utilizando el diagrama de pregrado y posgrado, cuyos resultados rentables fueron expuestos en libros, inicialmente en 2015, reestructurados en 2016 y refinados en 2017, me propuse presentar el diagrama, reflexiones sobre el texto marcado por el diagrama y el público objetivo, así como ejemplos y percepciones de los estudiantes sobre el diagrama.  Los experimentos señalan que el diagrama puede ser un elemento guía importante en la composición de textos que relacionan la historia y las matemáticas en función de la elección del tema/contenido.  Además, la composición del diagrama se ha configurado como un espléndido ejercicio de investigación en la búsqueda de información en diversos contextos y, más aún, la composición textual se ha convertido en un ejercicio admirable ante la necesidad de articular y dar forma a diferentes coyunturas y contenidos en el mismo.Palabras clave: Historia de las matemáticas. La historia como recurso didáctico. Historia de la enseñanza de la matemática. Elaboración de textos con Historia y Matemáticas. HISTORY AND MATHEMATICS INTEGRATEDTHROUGH A METHODOLOGICAL DIAGRAM AbstractThe proposal presented emerges from the concerns of teaching the History of Mathematics course in the undergraduate course in Mathematics, in 2005, and studies related to the doctorate, from 2009 to 2012, and appraised in the postgraduate course when teaching the course History of Mathematics. as a didactic resource.  After reviewing the literature on the use of history in teaching and various empirical studies using the undergraduate and postgraduate diagram, which profitable results were exposed in books, initially in 2015, restructured in 2016 and refined in 2017, I set out to present the diagram, reflections about the text marked by the diagram and the target audience, as well as example and students' perceptions of the diagram.  Experiments point out that the diagram can be an important guiding element in the composition of texts that relate history and mathematics based on the choice of theme/content.  Moreover, the composition of the diagram has been configured as a splendid research exercise in the search for information in various contexts and, more, the textual composition has become an admirable exercise in the face of the need to articulate and shape different conjunctures and contents in the same.Keywords: History of Mathematics. History as a didactic resource. History for Mathematics Teaching. Text Writing with History and Mathematics. HISTÓRIA E MATEMÁTICA INTEGRADASPOR MEIO DE UM DIAGRAMA METODOLÓGICO ResumoA proposta apresentada emerge a partir das inquietações ao ministrar a disciplina História da Matemática no curso de licenciatura em Matemática, em 2005, e de estudos relativos ao doutoramento, de 2009 a 2012, e aquilatada na pós-graduação ao ministrar a disciplina História da Matemática como recurso didático.  Após revisões da literatura sobre o uso da história no ensino e de diversas empirias utilizando o diagrama na graduação e na pós-graduação, cujos resultados proveitosos foram expostos em livros, inicialmente em 2015, reestruturados em 2016 e afinados em 2017, estabeleci como objetivo apresentar o diagrama, reflexões acerca do texto balizado pelo diagrama e do público alvo, bem como exemplo e percepções de alunos em relação ao diagrama.  As experimentações apontam que o diagrama pode ser um importante elemento balizador na composição de textos que relacionam história e matemática a partir da eleição de tema/conteúdo. Além disso, a composição do diagrama tem se configurado como um esplêndido exercício de pesquisa na busca de informações em diversos contextos e, mais, a composição textual tem se tornado um admirável exercício frente a necessidade de se articular e amoldar diferentes conjunturas e conteúdos num mesmo texto.Palavras-chave: História da Matemática. História como recurso didático. História para o Ensino de Matemática. Elaboração de texto com História e Matemática. 

scholarly journals THE HISTORY OF THE CREATION AND OPERATION OF THE TU-144 SUPERSONIC AIRLINER (according to memoir sources)

2020 ◽  
pp. 87-92
Author(s):  
Alsu Sh. Ayzatullova ◽  
Mikhail A. Sudakov
Keyword(s):  
Science And Technology ◽  
Historical Sources ◽  
Political Processes ◽  
History Of ◽  
The Creation ◽  
The 1960S ◽  
First Time ◽  
Design And Testing

For the first time, the history of the creation and operation of the Tu-144 airliner is investigated on the basis of the memoirs of aviation specialists. The development of an airliner has been studied taking into account the socio-political processes of the 1960s-1970s, and that left a serious imprint on the development of science and technology in this period. The specifics of the historical sources used, highlighting important aspects of the topic, are shown, and their criticism is carried out. The results of the analysis of memories that capture the key moments of the programme of the Soviet supersonic airliner are presented. A comparison was made of the opinions of the authors of memoirs on certain issues (the reasons for the creation of the airliner, problems in its design and testing, as well as the reasons for the completion of the programme). The differences in the assessments of the memoirists of certain aspects of the project are revealed. It is pointed out exactly what lessons can be learned from the project by contemporary Russian statesmen and aviation specialists

scholarly journals Periodisation as an Approach in Historiographic Research in Mathematics Teaching: Reflections on Two Case Studies

2021 ◽  
Vol 23 (1) ◽  
pp. 80-101
Author(s):  
Fernando Luis de Rosso ◽  
Alexandre Ausani Huff ◽  
Rossano André Dal-Farra ◽  
Arno Bayer
Keyword(s):  
Public Schools ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Education Institution ◽  
Public Network ◽  
Documentary Analysis ◽  
Historical Processes ◽  
Data Collection And Analysis ◽  
History Of ◽  
The City

Background: The study of the history of mathematics teaching can be approached from different perspectives, defining contours from which the researcher performs the analysis focused on a process characterised by continuity, or by adopting periodisation. Objective: In this article, we seek to conduct a study based on the delimitation of periods, according to Le Goff’s (2014) argument, and in the light of the depth hermeneutics, based on Thompson (2011). Design: Given the premises above, we conducted a documentary analysis of two historical processes within the scope of mathematics teaching, one focusing on the municipal public schools of Canoas, and the other on a technical course in chemistry of a school in the city of Novo Hamburgo, both in the state of Rio Grande do Sul. Setting and participants: A timeline with conspicuous events used to periodicise both historical processes analysed by the authors. Data collection and analysis: Analysis of documents relevant to the history of the technical school investigated and education in the municipality of Canoas. Results:  In both cases, it was possible to characterise the historical processes in periods based on events and official documents that generate changes in mathematics teaching. Conclusions: The historical processes analysed are characterised by ruptures resulting from changes, especially in the legislation, both in the municipal public network and in the technical education institution researched, enabling the realisation of changes and the characterisation of distinct periods, with their nuances.

Transcultural Networks and Connectivities: The Circulation of Mathematical Ideas between India and England in the Nineteenth Century

2021 ◽  
pp. 097318492110645
Author(s):  
Dhruv Raina
Keyword(s):  
Nineteenth Century ◽  
Mathematics Teaching ◽  
First Generation ◽  
History Of Mathematics ◽  
East India Company ◽  
Institutional Autonomy ◽  
Mathematical Research ◽  
Mathematical Ideas ◽  
History Of ◽  
And Mathematics

The nineteenth century has been characterised as a period in which mathematics proper acquired a disciplinary and institutional autonomy. This article explores the intertwining of three intersecting worlds of the history of mathematics inasmuch as it engages with historicising the pursuit of novel mathematics, the history of disciplines and, more specifically, that of the British Indological writings on Indian mathematics, and finally, the history of mathematics education in nineteenth century India. But, more importantly, the article is concerned with a class of science and mathematics teaching problems that are taken up by researchers—in other words, science and mathematics teaching problems that lead to scientific and mathematical research. The article argues that over a period of 50 years, a network of scholars crystallised around a discussion on mathematics proper, the history of mathematics and education. This discussion spanned not just nineteenth-century England but India as well, involving scholars from both worlds. This network included Scottish mathematicians, East India Company officials and administrators who went on to constitute the first generation of British Indologists, a group of mathematicians in England referred to as the Analytics, and traditional Indian scholars and mathematics teachers. The focus will be on the concerns and genealogies of investigation that forged this network and sustained it for over half a century.

scholarly journals Population Analysis and Evolution of Saccharomyces cerevisiae Mitogenomes

2020 ◽  
Vol 8 (7) ◽  
pp. 1001
Author(s):  
Daniel Vieira ◽  
Soraia Esteves ◽  
Carolina Santiago ◽  
Eduardo Conde-Sousa ◽  
Ticiana Fernandes ◽  
...  
Keyword(s):  
Saccharomyces Cerevisiae ◽  
Yeast Species ◽  
Phenotypic Diversity ◽  
Population Analysis ◽  
Nuclear Genome ◽  
Reference Sequence ◽  
Evolutionary Analysis ◽  
Novel Approach ◽  
History Of ◽  
First Time

The study of mitogenomes allows the unraveling of some paths of yeast evolution that are often not exposed when analyzing the nuclear genome. Although both nuclear and mitochondrial genomes are known to determine phenotypic diversity and fitness, no concordance has yet established between the two, mainly regarding strains’ technological uses and/or geographical distribution. In the current work, we proposed a new method to align and analyze yeast mitogenomes, overcoming current difficulties that make it impossible to obtain comparable mitogenomes for a large number of isolates. To this end, 12,016 mitogenomes were considered, and we developed a novel approach consisting of the design of a reference sequence intended to be comparable between all mitogenomes. Subsequently, the population structure of 6646 Saccharomyces cerevisiae mitogenomes was assessed. Results revealed the existence of particular clusters associated with the technological use of the strains, in particular regarding clinical isolates, laboratory strains, and yeasts used for wine-associated activities. As far as we know, this is the first time that a positive concordance between nuclear and mitogenomes has been reported for S. cerevisiae, in terms of strains’ technological applications. The results obtained highlighted the importance of including the mtDNA genome in evolutionary analysis, in order to clarify the origin and history of yeast species.

Sign in / Sign up

Export Citation Format

Share Document