Benefits from Integrating History of Mathematics into Teaching

Digital culture is inextricably linked to mathematical history. Students' comprehension of mathematical ideas and problems may be deepened, and their humanistic qualities can be improved by including the history of mathematics in mathematics instruction. This essay is organized around three main ideas: the connotation of the history of mathematics; the embodiment of the history of mathematics value in teaching; the perspective of the history of mathematics value in teaching; and an examination and discussion of the history of mathematics value and significance in mathematics education using concrete examples.

Inovacije u nastavi, 2014

Th e paper discusses the possibilities of using contents of history of mathematics as a supporting strategy in the teaching of mathematics. Th ere is plenty of research that promotes using historical content in mathematics lessons, but only a few of them are of empirical nature. We will give the brief overview of some studies and consider diff erent possibilities of integrating contents of history of mathematics into the teaching and learning process. Moreover, we will point out some benefi ts of using the history of mathematics such as: increasing students' motivation, decreasing anxiety related to the subject, building positive attitude towards mathematics, better understanding and development of mathematical concepts, changing the students' perception about mathematics, development of multicultural approach to the subject, more chances for individual work and learning by discovery, helping students to understand the role and importance of mathematics in society etc. Furthermore, we are analyzing the current state of mathematical education in Serbia and some other countries from the aspect of integrating the contents of the history of mathematics into teaching. Th e main goal of this paper is to investigate the teachers' beliefs and attitudes about possibilities of using history of mathematics in their practice. Based on the results of the inquiry we will suggest possible ways of how to include and use the history of mathematics in mathematics classrooms.

Proceedings of the International Conference on History and Pedagogy of Mathematics (HPM). Invited plenary paper., 2012

The purpose of the present paper is to present a theoretical framework for analyzing, criticizing and orienting designs and implementations of history of mathematics in mathematics education in order to address the questions of how integrating history of mathematics benefits students’ learning of mathematics and how uses of historical elements to support students’ learning of mathematics develop students’ historical awareness. To address the second question, a multiple perspective approach to history of practices of mathematics is introduced together with a set of concepts that can be used to identify and articulate different forms of people’s uses of history. To address the first question uses of history and history of mathematics are linked to a competence based conception of mathematics education and Sfard’s theory of mathematics as a discourse. To illustrate the framework and how it can be used, two examples, one from a university master’s program and one from a Danish high school, of integrating history into mathematics education are presented and analyzed.

2010

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

Two years in a row, I have developed six-hour teaching sequences on history of mathematics for prospective teachers for pupils age 11-16. The development was based on the research literature of the HPM group as well as on a questionnaire given to the students before the teaching. But at the same time, the opportunity to teach these students was used to do further research on the teacher students' conceptions of history of mathematics, by means of pre-and post-teaching questionnaires. Based on the research literature and on the questionnaire results, I set up the following goals for the teaching sequence: It should give the students examples of different ways of teaching with history of mathematics (more than just "telling stories"), it should be connected to the students' curriculum, it should give ideas that are suitable for different age levels in the 11-16 bracket, it should show both how mathematics has been developed and how it has been used and it should give pointers to further studies for interested students. In this workshop, I will show how I tried to meet these goals and give examples of activities included in the teaching.

2019

Neste artigo, pretendemos sensibilizar os professores de matemática para os benefícios, tanto para eles como para os seus alunos, que resultam de uma integração adequada da história da matemática no ensino da mesma. Cientes de algumas objecções e dificuldades inerentes a este processo de integração curricular, apresentamos algumas formas de integrar a história da matemática no ensino que têm sido sugeridas na literatura. Indicamos igualmente alguns recursos e referências que podem ajudar e guiar os professores a integrarem a história da matemática no ensino.

2009

Mathematics education benefits from an integration of the history of mathematics within the mathematics curriculum. We provide three basic arguments for such integration. The first is epistemological and addresses a contextual view on mathematical knowledge. The second concerns the phylogenic aspects of the development of mathematics. Conceptual difficulties with teaching children mathematics often correspond with historical periods of conceptual crisis in mathematics. A third, historical argument, draws on the vast repository of experience in mathematics education. We provide examples for each of these arguments from the history of algebra.

2013

Using history of mathematics in mathematics lessons is advised in many studies and in renewed elementary mathematics instructional program. But most of the teachers seem to be hesitated about using history of mathematics on the lessons. One of the reasons of this hesitation is that teachers have no information or they don't have enough information about history of mathematics and usage of it on the lessons. Also teachers seem to have difficulties in finding resources of knowledge they need to learn about history of mathematics. Because of these reasons introducing some selected resources about history of mathematics is aimed in this research. Document analysis method is used in the study. Turkish web sites, projects, thesis, books, and journals about history of mathematics are introduced by this study. Also some researches done in our country about using teaching applications enriched by history of mathematics in classroom environments are given place in the study.

2016

This panel considers theoretical rather than practical frameworks for the alignment of history of mathematics and mathematics education. Naturally, such a theoretical framework will have practical implications, but its main task is to set out a certain line of questioning. First of all, it must also ask, even if only implicitly, what it really means to be a theoretical framework in the first place. But, principally, it must ask the ends and the value, and, ultimately, the meaning of history of mathematics in mathematics education. Though all the authors agree that in any theoretical framework, history of mathematics, as such, must be taken as the starting point. That said, no claim is made that there must be a single theoretical framework. Nevertheless, each of the three parts of this paper emphasize similar themes. One of these is the relationship between readers and texts: what do readers bring to texts? How are they affected by the texts? How are their own mathematics selves shap...