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.

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 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.

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.

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.

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

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