Topic Study Group No. 24: History of the Teaching and Learning of Mathematics (original) (raw)
2017, Proceedings of the 13th International Congress on Mathematical Education
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
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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 ...
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 Role of History of Mathematics in Mathematics Education
The Proceedings of the 12th International Congress on Mathematical Education, 2015
At the ICME 2012 Conference, history of mathematics (HM) in maths education was specifically discussed in several contexts: one of the 37 Topic Study Groups (chaired by W.S. Horng and R. Chorlay); one discussion group on "Uses of History of Mathematics in School (Pupils aged 6-13)" (organised by B. Smestad); one regular lecture on "History, Application, and Philosophy of Mathematics in Mathematics Education: Accessing and Assessing Student's Overview & Judgment" (by U. Jankvist); and one general presentation of The HPM international study group, among the organizations affiliated with the ICMI. A parallel TSG dealt with the history of mathematics teaching and learning (chaired by K. Bjarnadottir and F. Furinghetti). Eleven talks and fourteen posters were presented in the context of TSG 20, with participants from (nearly) all continents; unfortunately, the African continent was not represented. The TSG was a great success if success is to be measured by attendance. Being of a multi-faceted nature, the topic was addressed from a great variety of viewpoints, which testifies to the richness of our field. Our goal here is not to
Introduction to the papers of TWG12: History in Mathematics Education
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CERME9 was the fourth time of the TWG on “History in Mathematics Education”. For CERME9 the group had fourteen papers and two posters, and around twenty participants in the sessions. TWG12 covers a range of topics related to history in mathematics education, but on an overall scale, submissions to the group may be distinguished by either concerning “History in Mathematics Education” (HiMEd) or “History of Mathematics Education” (HoMEd). This time round, the group had five papers addressing topics of HoMEd, while the remaining nine papers and two posters were concerned with issues of HiMEd at various educational levels, which also included teacher education.
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