Introduction: the history of mathematics teaching. Indicators for modernization processes in societies (original) (raw)
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Word of guest editor The history of mathematics and its uses of in mathematics education have been identified and described many times in the last century or so. More recently, in the past decade, they have been classified and identified both in terms of the uses in the classroom, and the uses of the history of mathematics in mathematics teacher education and training. Th e various international bodies now give attention to the history of mathematics in and of education: 1. ICME (International Congress of Mathematics Education) has a regular topic study groups – one on the history of mathematics in education and one on the history of mathematics of education 2. HPM (History and Pedagogy of Mathematics) is a world-wide association of academics who hold biannual meetings; once every four years meetings are held as satellite meetings to ICME and in between those (two years into the period) it holds European Summer University. Th e HPM is an associate of the International Mathematics Un...
The history of mathematics and its uses of in mathematics education have been identified and described many times in the last century or so. More recently, in the past decade, they have been classified and identified both in terms of the uses in the classroom, and the uses of the history of mathematics in mathematics teacher education and training. The various international bodies now give attention to the history of mathematics in and of education: 1. ICME (International Congress of Mathematics Education) has a regular topic study groups – one on the history of mathematics in education and one on the history of mathematics of education 2. HPM (History and Pedagogy of Mathematics) is a world-wide association of academics who hold biannual meetings; once every four years meetings are held as satellite meetings to ICME and in between those (two years into the period) it holds European Summer University. The HPM is an associate of the International Mathematics Union and contributes to ...
Topic Study Group No. 24: History of the Teaching and Learning of Mathematics
Proceedings of the 13th International Congress on Mathematical Education, 2017
The Topic Study Group on the history of the teaching and learning of mathematics was formed in 2004 at ICME-10. Its work reflects the growing interest in the history of mathematics education. At ICME-13 in Hamburg, this TSG had more participants than in previous years, but the procedure at the main meetings followed established tradition-short reports were heard, after each of which the speaker could answer some questions. Before turning to a discussion (necessarily very brief) of the contents of the reports, a few words must be said about the beneficial innovations that set apart the 2016 conference. The first of them was the publication of a booklet, History of mathematics teaching and learning. Achievements, Problems, Prospects (Springer, 2016), prepared by Alexander Karp and Fulvia Furinghetti in discussion with the other members of the team. Hopefully, this booklet offers researchers (first and foremost, beginning researchers) useful bibliographic information, and also lists a number of areas in which scholarly work is being conducted in different countries. Another innovation was the introduction of so-called "Oral Communications," that is, additional meetings at which more presentations were heard. Along with poster presentations, they gave participants an opportunity to form a better understanding of what is being studied by historians of different countries' mathematics education. Since these presentations cannot be discussed in detail here, we restrict ourselves to listing the authors of the studies that were presented (names of presenters in
THE POWER OF MATHEMATICS EDUCATION IN THE 18 TH CENTURY 1
In the Dutch Republic in the 18th century mathematics was considered very important for many professions. However there were hardly any national or regional educational institutes which provided mathematics education. Three orphanages in different towns received a large inheritance under condition that they provided education for technical and artistic professions. The Foundations which were established had a curriculum in which mathematics was the main subject. The influence of several curriculum components and some external curriculum factors are recognisable in documents and archival data. This is illustrated by the history of one student.
From Mathematics and Education, to Mathematics Education
Third International Handbook of Mathematics Education, 2012
This chapter takes a historical view of the development of mathematics education, from its initial status as a business mostly managed by mathematicians to the birth of mathematics education as a scientific field of research. The role of mathematical communication is analyzed through the growth of journals and research conferences. Actions of internationalization and cooperation in facing instructional and educational problems are illustrated with reference to the journal L'Enseignement Mathématique and to ICMI. Curricular and methodological reforms in the 20th century which generated changes in school mathematics are considered. Starting from the acknowledgement that research in mathematics education demands more than the traditional focus on discussing curricular options at distinct grade levels, we identified several specialized clusters, debating specific issues related to mathematics education at an international level. We grouped the clusters into three main areas: relationships with psychology, the study of social, cultural and political dimensions, and the relevance of a theory for mathematics education.
Historical studies on mathematical education from the perspective of the teaching practice
This work presents some theoretical and methodological considerations regarding why and how the history of mathematics and mathematical education contributes in developing the capacity of teachers to analyze their own practice. It supports the idea that, to advance towards such purpose, history must be situated in pedagogical manner and it presents the case of the appropriation of historical knowledge over mathematical formalism. Finally, the importance of comparative historical studies over the pedagogic domestication of formalisms is illustrated under different social and cultural contexts.
History of Mathematics in Mathematics Education: Recent developments
This is a survey on the recent developments (since 2000) concerning research on the relations between History and Pedagogy of Mathematics (the HPM domain). Section 1 explains the rationale of the study and formulates the key issues. Section 2 gives a brief historical account of the development of the HPM domain with focus on the main activities in its context and their outcomes. Section 3 provides a sufficiently comprehensive bibliographical survey of the work done in this area since 2000. Finally, section 4 summarizes the main points of this study.
History of mathematics in mathematics education: Recent developments in the field
Zdm – Mathematics Education, 2022
Over the last 40 years, exploring the possible interrelations between the history of mathematics and mathematics education has gradually emerged as an interdisciplinary domain of educational research and practice, and entered a maturity stage during the last two decades. This development calls for an account of the general issues concerning the rationale and main themes underlying research and applications in its context, and the foundational issues addressed as a result of its interdisciplinary character. Therefore, after explaining the perspective characterizing work in this domain (what has been called the HPM perspective), we present the main themes along which current research is conducted and we analyze the main issues and concerns raised by current research in this domain, with due reference to recent publications. Papers in this issue further develop the key research strands shaped by these main issues and concerns from a variety of perspectives; in particular, papers address the theoretical points related to the interdisciplinary character of this domain (e.g., the role of history in promoting and developing STEM education more profoundly), and the design of innovative teaching approaches based on original sources (e.g., how non-didacticized resource material can motivate mathematically rich tasks without requiring too specialized knowledge in the history of mathematics). These papers also suggest fresh avenues for research, some bearing on potential methodological connections between mathematics, education, and history (e.g., the possibility of different readings of original sources that reveal the complex interrelations among historical knowledge, teaching objectives, and pedagogical practices), and some bearing on the implementation, evaluation, and dissemination of designs connected to the history of mathematics, in teaching at all levels of education (e.g., development of curricular material based on original texts, offering new learning opportunities in relation to core topics in university mathematics). We conclude with a brief description of each contributed paper.
Chapter 7 Reflections on History of Mathematics History of Mathematics and Mathematics Education
2013
The specialization that mathematics education research has undergone in the past decades has led to a sense of division and disconnection between mathematicians and mathematics education researchers. This chapter deals with the possibilities that the history of mathematics may afford to reduce the divide. Although the recourse to the history of mathematics is an interesting prospect, it unavoidably induces new problems. A range of tensions becomes visible among the involved communities of teachers, historians of mathematics, mathematics education researchers, and mathematicians. Some of these tensions are investigated in this chapter, in particular in the case of a hermeneutic reading of original sources. The tensions that the history of mathematics induces, it is argued, may function as a way to foster a critical reflection and dialogue to contribute to a rich multi-layered understanding of mathematics, its history, and its teaching and learning.