History of Mathematics as a Tool for Teaching Mathematics for Understanding

1997 ◽  
pp. 56-69
Author(s):  
Carlos E. Vasco
Keyword(s):  
History Of Mathematics ◽  
Teaching Mathematics ◽  
History Of

Scientific novelties implemented into teaching mathematics in secondary schools on the Polish territories in the 19th century. The case of descriptive geometry

2020 ◽  
pp. 205-218
Author(s):  
Karolina Karpińska
Keyword(s):  
Mathematics Education ◽  
19Th Century ◽  
18Th Century ◽  
History Of Mathematics ◽  
Descriptive Geometry ◽  
Teaching Mathematics ◽  
Education History ◽  
Secondary School Education ◽  
History Of ◽  
The 19Th Century

This article is dedicated to discussing the implementation of the descriptive geometry, i.e. the scientific novelty from the end of the 18th century, in secondary school education on the Polish territories in the 19th century. At that time, Polish lands were under the occupation of three empires: Prussia, Austria, and Russia. Over the time, the policy of the partition empires toward the Poles was changing in intensity. As a consequence, in the 19th century, there were schools on the Polish territories with Polish, Prussian, Austrian and Russian curricula and relevant lecture languages. The article analyses the implementation of descriptive geometry into teaching mathematics in schools located in all three partitions. Keywords: descriptive geometry, history of mathematics education, history of mathematics

Teaching Mathematics through Historic Environment. A Time-Travel Grounded Pedagogy

2019 ◽  
pp. 380-385
Author(s):  
Marguerite K. Miheso-O´Connor
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
History Of Mathematics ◽  
Time History ◽  
Time Travel ◽  
Teaching Mathematics ◽  
Historical Events ◽  
Long Period ◽  
Present Context ◽  
History Of

Mathematics has been used by generations to make important decisions for a long period of time. History is littered with problem solving events which are results of mathematization of tasks based on available tools in any given generation. While History of mathematics focuses on what each culture contributed to present day conventional mathematics as taught in schools as a subject, Mathematics in a Historic environment focuses on identifying mathematical thinking that exists in all historical events. Historical events when enacted through the Time Travel approach learners get the opportunity to relive past events in the present context. Teaching mathematics in historic environment uses the time travel events that are practised by bridging ages international, to provide a reflective meaningful conceptualization of mathematics is a living subject. The strategy illuminates the centrality of mathematical thinking in all historical events. This paper shares findings from a study carried out on the effectiveness of this approach for teaching mathematics and provides an opportunity to discuss the approach as a viable pedagogic strategy that can be replicated across the curriculum.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

scholarly journals APROXIMAÇÃO DA HISTÓRIA DA MATEMÁTICA PRESENTE NOS LIVROS DIDÁTICOS COM A ESCRITA HISTORIOGRÁFICA TRADICIONAL E ATUALIZADA

2018 ◽  
Vol 3 (2) ◽  
pp. 406-417
Author(s):  
Francisco Wagner Soares Oliveira ◽  
Eugeniano Brito Martins ◽  
Siziê Maria de Albuquerque ◽  
Ana Carolina Costa Pereira
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
History Of Mathematics ◽  
Scientific Investigation ◽  
Teaching Mathematics ◽  
History Writing ◽  
Mathematics Textbook ◽  
History Of

Resumo: A história da matemática como campo de investigação cientifica tem possibilitado, por meio da observação e análise em tratados históricos que carregam em seu conteúdo e contexto uma gama de informações, a produção de narrativas historiográficas das quais são elencados desdobramentos para o ensino. Tal fato tem ocorrido a partir do pressuposto de que a incorporação de elementos da história em sala pode fornecer subsídios ao processo de ensino e aprendizagem. Visto isso, mediante a proximidade com a educação básica, em especial com o ensino médio, desenvolveu-se esse estudo na tentativa de identificar a aproximação das escritas baseadas na história da matemática presentes em livros didáticos do ensino médio com as vertentes historiográficas tradicional e atualizada. Nessa perspectiva, a pesquisa ora realizada foi de cunho qualitativa documental com uma contribuição bibliográfica. Verificou-se nesse estudo que os textos, em que informações da história são elucidadas, possuem características que condizem com a vertente historiográfica tradicional. Em nenhuma das alusões feitas à história foi possível observar um domínio de características que a indicasse como próxima a uma escrita da história nos moldes da vertente atualizada.Palavras-chave: Ensino de matemática. Livro didático. Escrita da história da matemática. Abstract: Tradução do resumo para o Inglês. The history of mathematics as a field of scientific investigation has made possible through observation and analysis in treaties and / or works that carry in their content and context a range of information to the production of some historiographical narratives, of which they are sometimes listed and / or some of its implications for teaching. This fact has occurred from the assumption that the incorporation of elements of the story into room may possibly provide subsidies to the teaching and learning process. Given this, and through proximity to basic education, especially with secondary education, this study was developed in an attempt to identify the approximation of the writings based on the history of mathematics present in high school textbooks with the traditional and updated historiographic aspect. From this perspective, the research carried out was qualitative documentary with a bibliographical contribution. It was mentioned in this study that the texts, in which information of the story are elucidated, have characteristics that correspond to the traditional historiographic aspect, in none of the allusions made history was it possible to observe a domain of characteristics that indicated it as close to a writing of history in the molds of the updated slope.Keywords: Teaching mathematics. Textbook. Math history writing.

Otto Toeplitz's 1927 Paper on the Genetic Method in the Teaching of Mathematics

2015 ◽  
Vol 28 (2) ◽  
pp. 285-295 ◽  
Author(s):  
Michael N. Fried ◽  
Hans Niels Jahnke
Keyword(s):  
Mathematics Education ◽  
History Of Mathematics ◽  
Teaching Mathematics ◽  
Infinitesimal Calculus ◽  
Genetic Method ◽  
Mathematics History ◽  
University Courses ◽  
History Of ◽  
Teaching Of Mathematics

Argument“The problem of university courses on infinitesimal calculus and their demarcation from infinitesimal calculus in high schools” (1927) is the published version of an address Otto Toeplitz delivered at a meeting of the German Mathematical Society held in Düsseldorf in 1926. It contains the most detailed exposition of Toeplitz's ideas about mathematics education, particularly his thinking about the role of the history of mathematics in mathematics education, which he called the “genetic method” to teaching mathematics. The tensions and assumptions about mathematics, history of mathematics, and historiography revealed in this piece dedicated to educational ideas are what make Toeplitz's text interesting in the study of historiography of mathematics. In general, the ways historiography of mathematics and teaching of mathematics, even without an immediate concern for history, are deeply entangled and, in our view, worth attention both in historical and educational research.

Notes On the History of Mathematics

1950 ◽  
Vol 43 (6) ◽  
pp. 292-294
Author(s):  
Vera Sanford
Keyword(s):  
History Of Mathematics ◽  
Economic Importance ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Weights And Measures ◽  
Body Of Knowledge ◽  
Class Discussions ◽  
The Social ◽  
History Of ◽  
The Subject

One of the difficulties we meet in teaching mathematics is the conviction which many people have that mathematics is a finished body of knowledge. Our pupils tend to take for granted that mathematics has always been as it now is and that it will always remain in that state. The use of materials from the history of mathematics helps to meet this situation, and class discussions become more interesting when it is realized that mathematical concepts, notations, and processes are the product of an evolution that is not yet complete, and that will probably continue to advance as our civilization becomes even more complex. Students are annoyed when they are introduced to fractional exponents when radical signs seem an adequate way to indicate roots. Why not choose one method and stay with it? It is a matter of surprise to discover that today 3.50 means the product of 3 and 50 in England and that the number an American writes as 3,500 would be written as 3.500 by a Frenchman. Apparently even ordinary notations are not entirely international. The topic of weights and measures becomes much more alive when a class discusses the social and economic importance of standardized units and then brings the subject down to earth by investigating the ways in which people have coped with this problem.

The Role of History in a Mathematics Class

2000 ◽  
Vol 93 (8) ◽  
pp. 704-706
Author(s):  
Gerald L. Marshall ◽  
Beverly S. Rich
Keyword(s):  
High School ◽  
Mathematics Teaching ◽  
National Science Foundation ◽  
History Of Mathematics ◽  
Teaching Mathematics ◽  
National Science ◽  
History Of ◽  
Mathematics Class ◽  
Year 2000

Over the last five years, interest in the role of history in teaching mathematics has grown markedly. A National Science Foundation–supported Mathematical Association of America Institute on the History of Mathematics and Its Use in Teaching was founded in summer 1995 to explore how the history of mathematics can be used in the classroom. It has produced modules for use in high school and college mathematics teaching. A study on this topic has been authorized by the International Commission on Mathematics Instruction and was the centerpiece of the most recent International Congress in Mathematics Education (ICME), which was held in Japan in the year 2000.

Teaching Mathematics through the Art of Kolam

2007 ◽  
Vol 12 (8) ◽  
pp. 422-428
Author(s):  
Syamala Chenulu
Keyword(s):  
Mathematics Instruction ◽  
History Of Mathematics ◽  
Vital Role ◽  
Global Perspective ◽  
Teaching Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Educators ◽  
History Of ◽  
K 12 ◽  
Multicultural Perspective

One goal of the NCTM's connections Standard is that mathematics instruction pre- K–12 should “enable all students to recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 64). Art of all kinds provides opportunities to address this goal. Moreover, many mathematics educators, including myself, believe that it is important and beneficial to provide a multicultural perspective in our classrooms. “Knowledge of the ideas of others can enlarge our view of what is mathematical and, in particular, add a more humanistic and global perspective to the history of mathematics. This enlarged view, in which mathematical ideas are seen to play a vital role in diverse human endeavors, provides us with a richer and fuller picture of mathematics” (Ascher 2002, p. 200).

scholarly journals PERCEPTIONS OF TEACHERS ON THE USE OF HISTORY IN TEACHING MATHEMATICS

2017 ◽  
Author(s):  
Ivy Salvador
Keyword(s):  
Public School ◽  
Teaching Methods ◽  
History Of Mathematics ◽  
Teaching Mathematics ◽  
Public And Private ◽  
Mathematics History ◽  
Significant Difference ◽  
History Of ◽  
Type Of School ◽  
Perceptions Of Teachers

In this study, we looked into the views of teachers on the use and the extent of their use of mathematics history in the classroom. A total of 72 teachers across the three levels-primary, secondary, and tertiary, from both public and private schools participated in the study. It was found out that there was no significant difference in the perceptions on the use of history of teachers across level but there was a significant difference in the perceptions of teachers depending on whether they came from a private or public school. In terms of the extent of use, teachers, regardless of the level and type of school in which they came from, sometimes use teaching methods which incorporate the history of mathematics.

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