scholarly journals Research on the integration of mathematics history into the teaching of Higher Mathematics

2017 ◽  
Vol 12 (12) ◽  
pp. 7023-7029
Author(s):  
Liang Fang ◽  
Rui Chen
Keyword(s):  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Mathematics History ◽  
History Of

This article researches the understanding and evaluation of tf mathematics history and its applying to the higher mathematics teaching, discusses the significance and role of history of mathematics in higher mathematics teaching, researches the method and means which the history of mathematics is introduced into higher mathematics teaching.

History of mathematics, mathematical histories, storytelling in Hungarian mathematics education

2019 ◽  
pp. 137-148
Author(s):  
Katalin Gosztonyi
Keyword(s):  
Mathematics Education ◽  
Historical Perspective ◽  
Teaching Practice ◽  
History Of Mathematics ◽  
Guided Discovery ◽  
Mathematics History ◽  
History Of ◽  
Nature Of Mathematics ◽  
Written Sources

History of mathematics is rarely used in Hungarian mathematics education, and even more rarely goes beyond anecdotic mentions of history. In this paper I will argue that despite of this phenomenon, a historical perspective on mathematics, in a more general way, plays a crucial role in a specific Hungarian tradition of mathematics education, called felfedeztető matematikaoktatás (“teaching mathematics by guided discovery”). I will revisit the epistemological background of this approach, analyse the role of history in this view on the nature of mathematics and its teaching, and illustrate the analysis by some examples from written sources and nowadays teaching practice. Classification: A30, D20, D40. Keywords: History of mathematics, history in mathematics education, guided discovery in mathematics education.

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. 

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.

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.

scholarly journals “A I Conferência Nacional de Educação (Curitiba, 1927) como Possibilidade…”: Três Ensaios para Pensar a História da Educação Matemática

2018 ◽  
Vol 11 (2) ◽  
pp. 178
Author(s):  
Rosilda Dos Santos Morais ◽  
Filipe Santos Fernandes ◽  
Raquel Guimarães de Medeiros
Keyword(s):  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Mathematical Education ◽  
Education History ◽  
National Conference ◽  
History Of ◽  
Arithmetic Teaching ◽  
School Issues ◽  
Education In Brazil

A I Conferência Nacional de Educação (Curitiba, 1927) tem se constituído como cenário de investigação para diversas pesquisas. Entretanto, não se identificam pesquisas que se voltaram a analisar a emergência de experts em educação e a problematizar o papel desses sujeitos como vetores de objetivação de saberes na formação e no ensino. Neste texto, a partir de olhares diferenciados de seus autores, são apresentados três ensaios pautados no encontro entre a I Conferência Nacional de Educação e a história da educação matemática nos quais se busca: 1. Considerar a primeira Conferência como possibilidade para pensar a configuração de experts e a solicitação da expertise em educação no Brasil; 2. Apresentar uma tese da I Conferência Nacional de Educação sobre o ensino de Aritmética, um convite a pensar questões do ensino primário do início do século XX; e, finalmente, 3. Traçar uma breve discussão sobre as contribuições do estudo derivado de documentos da I Conferência Nacional de Educação para pensar questões da pesquisa em História da educação matemática no Brasil.Palavras-chave: Década de 1920. Educação Matemática. Ensino de Matemática. Experts em educação. História do Ensino de Matemática.AbstractThe I National Conference of Education (Curitiba, 1927) has been constituted as research scenario for several researches. However, we do not identify researchers that has returned to analyze the emergence of experts in education and to problematize the role of these subjects as vectors of objectification of knowledge in formation and teaching. In this text, from the standpoint of its authors, three essays are presented based on the meeting between the First National Conference of Education and the history of mathematical education in which one seeks: 1. To consider the First Conference as a possibility to think the configuration of experts and the request of expertise in education in Brazil; 2. Present a thesis of the First National Conference on Education on Arithmetic teaching, an invitation to think about primary school issues of the early twentieth century; and finally 3. Draw a brief discussion on the contributions of the study derived from documents of the First National Conference of Education to think questions of research in History of mathematical education in Brazil.Keywords: 1920s. Mathematics Education. Mathematics Teaching. Experts in Education. History of Mathematics Teaching.

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 Generalizing the Nagel line to circumscribed polygons by analogy and constructive defining

Pythagoras ◽  
2008 ◽  
Vol 0 (68) ◽  
Author(s):  
Michael De Villiers
Keyword(s):  
History Of Mathematics ◽  
Genetic Approach ◽  
Mathematical Content ◽  
Euler Line ◽  
History Of ◽  
Mathematics For Teaching ◽  
The Creation ◽  
Reasoning By Analogy

This paper first discusses the genetic approach and the relevance of the history of mathematics for teaching, reasoning by analogy, and the role of constructive defining in the creation of new mathematical content. It then uses constructive defining to generate a new generalization of the Nagel line of a triangle to polygons circumscribed around a circle, based on an analogy between the Nagel line and the Euler line of a triangle.

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 LA DISCIPLINA HISTORIA DE LAS MATEMÁTICAS EN LA UNIVERSIDAD FEDERAL DEL TRIÁNGULO MINERO: UN BREVE INFORME

PARADIGMA ◽  
2020 ◽  
pp. 317-332
Author(s):  
Mônica De Cássia Siqueira Martines
Keyword(s):  
Higher Education ◽  
History Of Mathematics ◽  
Specific Situation ◽  
Initial Training ◽  
Teaching And Research ◽  
History Of ◽  
The Subject ◽  
Estudio De Caso

Este artículo describe los resultados de un experimento que involucró la enseñanza y la investigación en la disciplina de Historia de las Matemáticas, impartido por el autor en la Universidad Federal de Triângulo Mineiro (UFTM) desde el comienzo de la oferta del Grado en Matemáticas en esa institución de educación superior. En este sentido, presentamos el formato de las clases y evaluaciones que se realizan para el tema del estudio que originó este artículo. La investigación desarrollada fue del tipo cualitativo, en particular un estudio de caso, ya que la experiencia descrita y explicada se centra en la preocupación por los aspectos de la realidad del aula de una sola situación específica. Los resultados muestran la necesidad de reflexión constante, diálogo y posibles cambios en la didáctica en el aula, ya que los estudiantes, cada día, son diferentes en un mundo globalizado e informatizado. También revelan la necesidad de invitar a los estudiantes a asumir el papel de protagonistas, de modo que las formas de evaluación para cada clase puedan modificarse.Palabras clave: Historia de las matemáticas; Evaluación; Formación inicial de profesores de matemáticas. THE DISCIPLINE HISTORY OF MATHEMATICS AT THE FEDERAL UNIVERSITY OF THE MINING TRIANGLE: A BRIEF REPORT AbstractThis article describes the results of an experiment that involved teaching and research in the History of Mathematics discipline, taught by the author at the Federal University of Triângulo Mineiro (UFTM) since the beginning of the offer of the Degree in Mathematics at that institution of higher education. In this sense, we present the format of the classes and assessments that are carried out for the subject of the study that originated this article. The research developed was of the qualitative type, particularly a case study, since the experience described and explained is centered on the concern with aspects of the classroom reality of a single specific situation. The results show the need for constant reflection, dialogue and possible change in the didactics in the classroom, since the students, each day, are different in a globalized and computerized world. They also reveal the need to invite students to assume the role of protagonists, so that the forms of assessment for each class can be modified.Keywords: History of Mathematics; Evaluation; Initial training of mathematics teachers.A DISCIPLINA HISTÓRIA DA MATEMÁTICA NA UNIVERSIDADE FEDERAL DO TRIÂNGULO MINEIRO:UM BREVE RELATO ResumoEste artigo descreve os resultados de uma experiência que envolveu ensino e pesquisa na disciplina História da Matemática, ministrada pela autora na Universidade Federal do Triângulo Mineiro (UFTM) desde o início da oferta do curso de Licenciatura em Matemática na referida instituição de ensino superior. Neste sentido apresentamos o formato das aulas e avaliações que são realizadas para a disciplina foco do estudo que originou este artigo. A pesquisa desenvolvida foi do tipo qualitativa, particularmente um estudo de caso, uma vez que a experiência descrita e explicada está centrada na preocupação com os aspectos da realidade da sala de aula de uma única situação especifica. Os resultados mostram a necessidade de constante reflexão, diálogo e possível alteração na didática em sala de aula, visto que os(as) alunos(as), a cada dia, se mostram diferentes perante um mundo globalizado e informatizado. Revelam, também, a necessidade de convidar os(as) alunos(as) a assumirem o papel de protagonistas, fazendo com que as formas de avaliação de cada turma possam ser modificadas.Palavras-chave: História da Matemática; Avaliação; Formação inicial de professores de matemática.

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