History of Mathematics in Teaching Arithmetic

1954 ◽  
Vol 1 (2) ◽  
pp. 24-25
Author(s):  
Margaret F. Willerding
Keyword(s):  
Historical Development ◽  
History Of Mathematics ◽  
Modern Society ◽  
Number System ◽  
Favorable Attitude ◽  
Political Conflicts ◽  
Units Of Measurement ◽  
Motivation For Learning ◽  
History Of ◽  
Attitude And Motivation

Learning about the historical deveLopment of some phases of arithmetic not only serves as a basis for better understanding of our civilization but also aids in creating a favorable attitude and motivation for learning. Many teachers, because of their lack of knowledge, overlook the history of mathematics as a source of enrichment in teaching arithmetic. The development of our number system, of fractions, and units of measurement is as exciting to many pupils as the accounts of wars and other political conflicts in the struggle for freedom. In fact, modern society is very dependent upon number and quantity and the ways in which these are interpreted and used.

PER UN ARCHIVIO DELLA CORRISPONDENZA DEGLI SCIENZIATI ITALIANI

Nuncius ◽  
2000 ◽  
Vol 15 (2) ◽  
pp. 681-719
Author(s):  
LUCIANO CARBONE ◽  
FRANCO PALLADINO ◽  
ROMANO GATTO
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Historical Development ◽  
History Of Mathematics ◽  
Mathematical Research ◽  
Conic Sections ◽  
Kingdom Of Naples ◽  
History Of ◽  
Mathematical Sciences ◽  
The University

Abstracttitle SUMMARY /title Federico Amodeo (1859-1946) was a mathematician and a historian of the mathematical sciences. As a mathematician he was "libero docente" at the University of Naples. His interests extended from projective to algebric geometry and his mathematical research was carried out for the most part from the mid-1880s until the end of the nineteenth century. As a historian he was active from the first years of the twentieth century until his death. In this capacity he was interested in mathematics, mathematicians and institutions in the Kingdom of Naples (later the Kingdom of the Two Sicilies, from 1815), and also in the historical development of analytical and projective geometry and the history of conic sections. He held the chair in History of Mathematics in the University of Naples from 1905 until 1910, the year in which the chair was suppressed. Nonetheless he continued to teach this subject as a "libero docente" until 1923. Here we present the list of more than 1.300 writings, constituting his Correspondence, amongst which the letters of Castelnuovo, Pascal, Peano, Segre and Achille Sannia are of particular significance. We also present the complete list of his publications, reconstructed thanks to the consultation of incomplete printed bibliographies and a manuscript list.

Number Facts—or Fantasy?

1987 ◽  
Vol 34 (7) ◽  
pp. 38-42
Author(s):  
Martha H. Hopkins
Keyword(s):  
History Of Mathematics ◽  
Elementary Classroom ◽  
Number System ◽  
Decimal System ◽  
Historical Information ◽  
History Of ◽  
Numeration Systems ◽  
Number Facts ◽  
Programs Of Study ◽  
New Math

Articles in the Arithmetic Teacher have stressed the use of the history of mathematics to enhance motivation in the elementary classroom (Cowie 1970; Jackson 1964; Kreitz and Flournoy 1960; Krulik 1980; Willerding 1954). The increased emphasis on other numeration systems in the “new math” produced several articles that encouraged teachers to include historical information about the development of the decimal system in their programs of study (Baker 1963; Delaney 1963; Fisher et al. 1963; Schaaf 1961; Young 1964). The rationale for including these topics was that they would help students appreciate the development of our number system and would stimulate interest, enthusiasm, and a better understanding of our civilization.

scholarly journals Awareness of Preservice Mathematics Teachers about Prehistoric and Ancient Number Systems

2020 ◽  
Vol 3 (2) ◽  
pp. 57
Author(s):  
Nazan Mersin ◽  
Mehmet Akif Karabörk ◽  
Soner Durmuş
Keyword(s):  
System Analysis ◽  
Descriptive Analysis ◽  
History Of Mathematics ◽  
Number System ◽  
Ancient Greek ◽  
Black Sea Region ◽  
Ancient Egyptian ◽  
Number Systems ◽  
Counting Methods ◽  
History Of

This study seeks to analyse the awareness of the pre-service teachers on the counting methods, systems and tools used in the prehistoric method and the Ancient period and to examine the distribution of this awareness by gender. A total of 42 sophomore-level students studying at a university in the Western Black Sea region, Turkey, participated in this exploratory case study. The data were obtained through a form consisting of 6 questions, one of which is open-ended, after the 14-week course of history of mathematics. The data collection tool included questions on the counting methods used in the pre-historic period and the Ancient Egyptian, Ancient Roman, Babylonian, Ancient Greek and Mayan number systems. The data were analysed through descriptive analysis and content analysis. The findings indicated that the pre-service teachers most reported the methods of tallying, tying a knot, token, circular disc. Also, the question on the Ancient Egyptian number system was answered correctly by all pre-service teachers, the lowest performance was observed in the question on the Mayan number system. Analysis of the answers by gender revealed that the male pre-service teachers were more likely to give false answers compared to the female pre-service teachers.

Taking the History of Mathematics Seriously

Conceptus ◽  
2009 ◽  
Vol 38 (94) ◽  
Author(s):  
Adrian Frey
Keyword(s):  
Historical Development ◽  
Mathematical Knowledge ◽  
Philosophy Of Mathematics ◽  
History Of Mathematics ◽  
Mathematical Truth ◽  
Historical Account ◽  
Historical Turn ◽  
History Of

SummaryKitcher’s philosophy of mathematics rests on the idea that a philosopher who tries to understand mathematical knowledge ought to take its historical development into consideration. In this paper, I take a closer look at Kitcher’s reasons for proposing such a historical turn. I argue that, whereas a historical account is indeed an essential part of the standpoint advanced in The Nature of Mathematical Knowledge, this is no longer the case for the position defended in the manuscript Mathematical Truth? The Wittgensteinian account of mathematics advocated in that manuscript does not force us to take a historical turn.

scholarly journals UNA PROPUESTA PARA EL USO DE HISTORIA EN LA ENSEÑANZA DE LAS MATEMÁTICAS: SOBRE LA POTENCIALIDAD DIDÁCTICA DE LOS TEXTOS HISTÓRICOS Y EL DESARROLLO DE CONCEPTOS

PARADIGMA ◽  
2020 ◽  
pp. 266-284
Author(s):  
João Cláudio Brandemberg
Keyword(s):  
Historical Development ◽  
History Of Mathematics ◽  
Classroom Context ◽  
Mathematical Content ◽  
Historical Texts ◽  
Conceptual Structures ◽  
History Of ◽  
Relationship Of ◽  
The Relationship ◽  
Historical Nature

El uso de aspectos históricos relacionados con la enseñanza del contenido matemático en contextos escolares y (o) académicos se establece en la importancia del conocimiento sobre el desarrollo histórico de los conceptos y (o) en la viabilidad de usar textos matemáticos históricos en el contexto del aula. Es importante y urgente (re) discutir el potencial didáctico de estos textos para implementar una propuesta de enseñanza de contenido matemático que utilice problemas de naturaleza histórica, provenientes de dichos textos, seleccionados y adaptados para promover una mayor aproximación, contextualización y aportando más significado a los conceptos estudiados, presentados en actividades problemáticas e interactivas. Una contextualización que permite la relación de las estructuras conceptuales involucradas en el desarrollo histórico de los contenidos matemáticos, produciendo una fuerte conexión entre el conocimiento actual y el producido históricamente, lo que lleva al alumno a comprender una matemática que está constituida por problemas en los contextos más diversos de la cultura humana.Palabras clave: Historia de las matematicas. Potencialidades didácticas de textos históricos. Desarrollo de conceptos. Enseñanza de las matematicas. A PROPOSAL FOR THE USE OF HISTORY IN TEACHING MATHEMATICS: ON THE DIDACTIC POTENTIALITY OF HISTORICAL TEXTS AND THE DEVELOPMENT OF CONCEPTS AbstractThe use of historical aspects related to the teaching of mathematical content in school and (or) academic contexts is established in the importance of knowledge about the historical development of concepts and (or) in the feasibility of using historical mathematical texts in the classroom context. It is important and urgent to (re) discuss the didactic potential of these texts in order to implement a proposal of teaching mathematical content that uses problems of historical nature, coming from such texts, selected and adapted in order to promote greater approximation, contextualization and bringing more meaning to the concepts studied, presented in problematized and interactive activities. A contextualization that allows the relationship of the conceptual structures involved in the historical development of mathematical contents, producing a strong connection between current and historically produced knowledge, leading the student to understand a mathematics that is constituted by problematizations in the most diverse contexts of human culture.Keywords: History of Mathematics. Didactic potentialities of historical texts. Concept development. Mathematics teaching. UMA PROPOSTA PARA O USO DA HISTÓRIA NO ENSINO DE MATEMÁTICA: SOBRE A POTENCIALIDADE DIDÁTICA DE TEXTOS HISTÓRICOS E O DESENVOLVIMENTO DE CONCEITOS ResumoA utilização de aspectos históricos relacionados ao ensino de conteúdos matemáticos nos contextos escolar e (ou) acadêmico se institui na importância do conhecimento acerca do desenvolvimento histórico de conceitos e (ou) na viabilização do uso de textos históricos de matemática no contexto de sala de aula. Se faz importante e urgente uma (re) discussão sobre as potencialidades didáticas destes textos de forma a implementar uma proposta de ensino de conteúdos matemáticos que utilize problemas de cunho histórico, oriundos de tais textos, selecionados e adaptados de forma a promover maior aproximação, contextualização e trazendo mais significado aos conceitos estudados, apresentados em atividades problematizadas e interativas. Uma contextualização que permita o relacionamento das estruturas conceituais envolvidas, no desenvolvimento histórico dos conteúdos matemáticos, produzindo forte ligação entre o conhecimento atual e o historicamente produzido, levando o estudante a compreensão de uma Matemática que se constitui das problematizações nos mais diversos contextos da cultura humana.Palavras-chave: História da Matemática. Potencialidades didáticas de textos históricos. Desenvolvimento de conceitos. Ensino de Matemática.

Mathematics in Search of History

2000 ◽  
Vol 93 (8) ◽  
pp. 647-650
Author(s):  
Donald T. Barry
Keyword(s):  
Historical Development ◽  
History Of Mathematics ◽  
Fluid Field ◽  
History Of ◽  
Lively Debate ◽  
Over Time

The history of mathematics is used in a variety of ways to liven up a classroom and give meaning to a lesson. We retell anecdotes, require that students research the lives of mathematicians, encourage students to study the attempts to solve problems of historical interest, and suggest that students discover links between the historical development of science and the development of mathematics. I worry, however, that we are primarily treating the history of mathematics as a fixed entity that consists solely of a set of facts, not as a fluid field within which lively debate occurs and emphases shift over time.

Sign in / Sign up

Export Citation Format

Share Document