History in mathematics education

Summary

Titles

• Full Title: History in mathematics education/ edited by John Fauvel and Jan van Maanen.

Series Statement

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Notes

• Includes bibliographical references and index.
• Cover -- Table of Contents -- Introduction -- 1 . The political context -- 1.1 Introduction -- 1.2 What part does history of mathematics currently occupy in national curricula -- 1.3 History of mathematics in curricula and schoolbooks: a case study of Poland -- 1.4 Policy and politics in the advocacy of a historical component -- 1.5 Quotations on the use of history of mathematics in mathematics teaching and learning -- 2 . Philosophical, multicultural and interdisciplinary issues -- 2.1 Introduction -- 2.2 Philosophical issues -- 2.3 Multicultural issues -- 2.4 Interdisciplinary issues -- 2.5 Conclusion -- 3 . Integrating history: research perspectives -- 3.1 Introduction -- 3.2 The historical dimension: from teacher to learner -- 3.3 The indirect genetic approach to calculus -- 3.4 Stochastics teaching and cognitive development -- 3.5 Ancient problems for the development of strategic thinking -- 3.6 Difficulties with series in history and in the classroom -- 3.7 On potentialities, limits and risks -- 3.8 Suggestions for future research -- 4 . History of Mathematics for Trainee Teachers -- 4.1 Earlier views on history in teacher education -- 4.2 International overview -- 4.3 Examples of current practice -- 4.4 Issues of Concern -- 5 . Historical formation and student understanding of mathematics -- 5.1 Introduction -- 5.2 The role of historical analysis in predicting and interpreting students' difficulties in mathematics -- 5.3 The relevance of historical studies in designing and analysing classroom activities -- 5.4 Epistemological assumptions framing interpretations of students understanding of mathematics -- 5.5 Conclusions: guidelines and suggestions for future research -- 6 . History in support of diverse educational requirements opportunities for change -- 6.1 Introduction -- 6.2 Educational. cultural. social and economic diversity in primary, secondary and tertiary settings -- 6.3 Opportunities for change -- 6.4 Conclusion -- 7 . Integrating history of mathematics in the classroom:an analytic survey -- 7.1 Introduction -- 7.2 Why should history of mathematics be integrated in mathematics education? -- 7.3 How may history of mathematics be integrated in mathematics education? -- 7.4 Ideas and examples for classroom implementation -- 8 . Historical support for particular subjects -- 8.1 Introduction -- 8.2 Teaching projects inspired by history -- 8.3 Cultural aspects of mathematics in a historical perspective -- 8.4 Detailed treatment of particular examples -- 8.5 Improving mathematical awareness through the history of mathematics -- 9 . The use of original sources in the mathematics classro -- 9.1 Introduction -- 9.2 Motivations, aims and uses -- 9.3 Sources, hermeneutics and language -- 9.4 Integrating original sources in pre-service teacher education -- 9.5 Integrating Original Sources in the Classroom -- 9.6 Didactical strategies for integrating sources -- 9.7 Evaluation, research questions and issues of concern -- 10 . Non-standard media and other resources -- 10.1 Introduction -- 10.2 Learning through history and non-standard media -- 10.3 Resources for history of mathematics on the World Wide Web -- 11 . Bibliography for further work in the area -- 11.1 Introduction -- 11.2 Chinese -- 11.

Identifiers

• Isbns: 9780792363996; 079236399X; 0306472201; 9780306472206; 6610207682; 9786610207688
• Oclc Number: (OCoLC)55663919

Publication Statement

• Place: Dordrecht ; Boston
• Publisher: Kluwer Academic Publishers
• Date: 2000

Physical Description

• Extent: 1 online resource (xviii, 437 pages) :
• Illustrations: illustrations

Table Of Contents

• Cover -- Table of Contents -- Introduction -- 1 . The political context -- 1.1 Introduction -- 1.2 What part does history of mathematics currently occupy in national curricula -- 1.3 History of mathematics in curricula and schoolbooks: a case study of Poland -- 1.4 Policy and politics in the advocacy of a historical component -- 1.5 Quotations on the use of history of mathematics in mathematics teaching and learning -- 2 . Philosophical, multicultural and interdisciplinary issues -- 2.1 Introduction -- 2.2 Philosophical issues -- 2.3 Multicultural issues -- 2.4 Interdisciplinary issues -- 2.5 Conclusion -- 3 . Integrating history: research perspectives -- 3.1 Introduction -- 3.2 The historical dimension: from teacher to learner -- 3.3 The indirect genetic approach to calculus -- 3.4 Stochastics teaching and cognitive development -- 3.5 Ancient problems for the development of strategic thinking -- 3.6 Difficulties with series in history and in the classroom -- 3.7 On potentialities, limits and risks -- 3.8 Suggestions for future research -- 4 . History of Mathematics for Trainee Teachers -- 4.1 Earlier views on history in teacher education -- 4.2 International overview -- 4.3 Examples of current practice -- 4.4 Issues of Concern -- 5 . Historical formation and student understanding of mathematics -- 5.1 Introduction -- 5.2 The role of historical analysis in predicting and interpreting students' difficulties in mathematics -- 5.3 The relevance of historical studies in designing and analysing classroom activities -- 5.4 Epistemological assumptions framing interpretations of students understanding of mathematics -- 5.5 Conclusions: guidelines and suggestions for future research -- 6 . History in support of diverse educational requirements opportunities for change -- 6.1 Introduction -- 6.2 Educational. cultural. social and economic diversity in primary, secondary and tertiary settings -- 6.3 Opportunities for change -- 6.4 Conclusion -- 7 . Integrating history of mathematics in the classroom:an analytic survey -- 7.1 Introduction -- 7.2 Why should history of mathematics be integrated in mathematics education? -- 7.3 How may history of mathematics be integrated in mathematics education? -- 7.4 Ideas and examples for classroom implementation -- 8 . Historical support for particular subjects -- 8.1 Introduction -- 8.2 Teaching projects inspired by history -- 8.3 Cultural aspects of mathematics in a historical perspective -- 8.4 Detailed treatment of particular examples -- 8.5 Improving mathematical awareness through the history of mathematics -- 9 . The use of original sources in the mathematics classro -- 9.1 Introduction -- 9.2 Motivations, aims and uses -- 9.3 Sources, hermeneutics and language -- 9.4 Integrating original sources in pre-service teacher education -- 9.5 Integrating Original Sources in the Classroom -- 9.6 Didactical strategies for integrating sources -- 9.7 Evaluation, research questions and issues of concern -- 10 . Non-standard media and other resources -- 10.1 Introduction -- 10.2 Learning through history and non-standard media -- 10.3 Resources for history of mathematics on the World Wide Web -- 11 . Bibliography for further work in the area -- 11.1 Introduction -- 11.2 Chinese -- 11.

Summary

• 1 . The political context ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 1 1. 1 Introduction ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 1 1. 2 What part does history of mathematics currently occupy in national curricula? ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 2 1. 2. 1 Argentina ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 2 1. 2. 2 Austria ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 3 1. 2. 3 Brazil ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 3 1. 2. 4 China ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 4 1. 2. 5 Denmark ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 5 1. 2. 6 France ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 7 1. 2. 7 Greece ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 8 1. 2. 8 Israel ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 9 1. 2. 9 Italy ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 9 1. 2. 10 Japan ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 10 1. 2. 11 Netherlands ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 11 1. 2. 12 New Zealand ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 12 1. 2. 13 Norway ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 14 1. 2. 14 Poland ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 15 1. 2. 15 United Kingdom ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 16 1. 2. 16 United States of America ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 18 1. 3 History of mathematics in curricula and schoolbooks: a case study of Poland ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 19 1. 3. 1 History of mathematics in mathematics curricula ... ... ... ... ... ... ... ... ... ... 20 1. 3. 2 History of mathematics in mathematics school-books ... ... ... ... ... ... ... ... ... 21 1. 3. 3 Final remarks ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 28 1. 4 Policy and politics in the advocacy of a historical component ... ... ... . 29 1. 4. 1 Political authorities (at all levels) ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 31 1. 4. 2 Teacher associations ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 31 1. 4. 3 Professional mathematics associations ... ... ... ... ... ... ... ... ... ... ... ... ... 32 1. 4. 4 Tertiary teachers ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 32 1. 4. 5 Parents ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 33 1. 4. 6 Textbook authors ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 33 1. 5 Quotations on the use of history of mathematics in mathematics teaching and learning ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 33 vi 2 . Philosophical, multicultural and interdisciplinary issues ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 39 2. 1 Introduction ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . 39 2. 2 Philosophical issues ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . . 40 2. 2. 1 Historical investigation. evidence and interpretation ... ... ... ... ... ... ... ... ...

Subjects

Writers