Recent Developments on Introducing a Historical Dimension in Mathematics Education

doi:10.5948/UPO9781614443001

Recent Developments on Introducing a Historical Dimension in Mathematics Education consists of 24 papers (coming from 13 countries worldwide). The volume aims to constitute an all-embracing outcome of recent activities within the HPM Group (International Study Group on the Relations Between History and Pedagogy of Mathematics). We believe these articles will move the field forward and provide faculty with many new ideas for incorporating the history of mathematics into their teaching at various levels of education. The book is organized into four parts. The first deals with theoretical ideas for integrating the history of mathematics into mathematics education. The second part contains research studies on the use of the history of mathematics in the teaching of numerous mathematics topics at several levels of education. The third part concentrates on how history can be used with prospective and current teachers of mathematics. We also include a special fourth part containing three purely historical papers based on invited talks at the HPM meeting of 2008. Two of these articles provide an overview of the development of mathematics in the Americas, while the third is a study of the astronomical origins of trigonometry.

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Contents

1 - Teaching with Primary Historical Sources: Should it Go Mainstream? Can it?
pp 1-8
- By David Pengelley, New Mexico State University
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2 - Dialogismin Mathematical Writing: Historical, Philosophical and Pedagogical Issues
pp 9-16
- By Evelyne Barbin, Université de Nantes, France
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3 - The Process of Mathematical Agreement: Examples from Mathematics History and an Experimental Sequence of Activities
pp 17-28
- By Gustavo Martinez-Sierra, CICATA-IPN, Mexico, Rocío Antonio-Antonio, CICATA-IPN, Mexico
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4 - Researching the History of Algebraic Ideas from an Educational Point of View
pp 29-44
- By Luis Puig, Universidad de Valencia, Spain
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5 - Equations and Imaginary Numbers: A Contribution from Renaissance Algebra
pp 45-56
- By Giorgio T. Bagni, University of Udine, Italy
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6 - The Multiplicity of Viewpoints in Elementary Function Theory: Historical and Didactical Perspectives
pp 57-66
- By Renaud Chorlay, IREM de l'Université Paris, France
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7 - From History to Research in Mathematics Education: Socio-Epistemological Elements for Trigonometric Functions
pp 67-82
- By Gabriela Buendia Abalos, Centro de Investigación en Ciencia Avanzada y Tecnología Aplicada del IPN, Mexico, Gisela Montiel Espinosa, Centro de Investigación en Ciencia Avanzada y Tecnología Aplicada del IPN, Mexico
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8 - Harmonies in Nature: A Dialogue Between Mathematics and Physics
pp 83-90
- By Man-Keung Siu, University of Hong Kong
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9 - Exposure to Mathematics in the Making: Interweaving Math News Snapshots in the Teaching of High-School Mathematics
pp 91-102
- By Batya Amit, Institute of Technology, Israel, Nitsa Movshovitz-Hadar, Institute of Technology, Israel, Avi Berman, Institute of Technology, Israel
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10 - History, Figures and Narratives in Mathematics Teaching
pp 103-112
- By Adriano Demattè, University of Genova, Italy, Fulvia Furinghetti, University of Genova, Italy
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11 - Pedagogy, History, and Mathematics: Measure as a Theme
pp 113-122
- By Luis Casas, Universidad de Extremadura, Spain, Ricardo Luengo, Universidad de Extremadura, Spain
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12 - Students' Beliefs About the Evolution and Development of Mathematics
pp 123-132
- By Uffe Thomas Jankvist, University of Southern Denmark
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13 - Changes in Student Understanding of Function Resulting from Studying Its History
pp 133-144
- By Beverly M. Reed, Kent State University
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14 - Integrating the History of Mathematics into Activities Introducing Undergraduates to Concepts of Calculus
pp 145-164
- By Theodorus Paschos, University of Athens, Greece, Vassiliki Farmaki, University of Athens, Greece
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15 - History in a Competence Based Mathematics Education: A Means for the Learning of Differential Equations
pp 165-174
- By Tinne Hoff Kjeldsen, Roskilde University, Denmark
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16 - History of Statistics and Students' Difficulties in Comprehending Variance
pp 175-186
- By Michael Kourkoulos, University of Crete, Greece, Constantinos Tzanakis, University of Crete, Greece
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17 - Designing Student Projects for Teaching and Learning Discrete Mathematics and Computer Science via Primary Historical Sources
pp 187-200
- By Janet Heine Barnett, Colorado State University, Jerry Lodder, Pueblo and New Mexico State University, David Pengelley, Pueblo and New Mexico State University, Inna Pivkina, Pueblo and New Mexico State University, Desh Ranjan, Pueblo and New Mexico State University
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18 - History of Mathematics for Primary School Teacher Education Or: Can You Do Something Even if You Can't Do Much?
pp 201-210
- By Bjørn Smestad, Oslo University College
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19 - Reflections and Revision: Evolving Conceptions of a Using History Course
pp 211-220
- By Kathleen Clark, Florida State University
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21 - Teachers' Conceptions of History of Mathematics
pp 231-240
- By Bjørn Smestad, Oslo University College
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22 - The Evolution of a Community of Mathematical Researchers in North America: 1636–1950
pp 241-250
- By Karen Hunger Parshall, University of Virginia
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23 - The Transmission and Acquisition of Mathematics in Latin America, from Independence to the First Half of the Twentieth Century
pp 251-260
- By Ubiratan D'Ambrosio, UNICAMP and UNIBAN, Brazil
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24 - In Search of Vanishing Subjects: The Astronomical Origins of Trigonometry
pp 261-272
- By Glen Van Brummelen, Quest University, Canada
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Recent Developments on Introducing a Historical Dimension in Mathematics Education

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Contents

Frontmatter
pp i-vi

Preface
pp vii-x

Contents
pp xi-xvi

1 - Teaching with Primary Historical Sources: Should it Go Mainstream? Can it?
pp 1-8

2 - Dialogismin Mathematical Writing: Historical, Philosophical and Pedagogical Issues
pp 9-16

3 - The Process of Mathematical Agreement: Examples from Mathematics History and an Experimental Sequence of Activities
pp 17-28

4 - Researching the History of Algebraic Ideas from an Educational Point of View
pp 29-44

5 - Equations and Imaginary Numbers: A Contribution from Renaissance Algebra
pp 45-56

6 - The Multiplicity of Viewpoints in Elementary Function Theory: Historical and Didactical Perspectives
pp 57-66

7 - From History to Research in Mathematics Education: Socio-Epistemological Elements for Trigonometric Functions
pp 67-82

8 - Harmonies in Nature: A Dialogue Between Mathematics and Physics
pp 83-90

9 - Exposure to Mathematics in the Making: Interweaving Math News Snapshots in the Teaching of High-School Mathematics
pp 91-102

10 - History, Figures and Narratives in Mathematics Teaching
pp 103-112

11 - Pedagogy, History, and Mathematics: Measure as a Theme
pp 113-122

12 - Students' Beliefs About the Evolution and Development of Mathematics
pp 123-132

13 - Changes in Student Understanding of Function Resulting from Studying Its History
pp 133-144

14 - Integrating the History of Mathematics into Activities Introducing Undergraduates to Concepts of Calculus
pp 145-164

15 - History in a Competence Based Mathematics Education: A Means for the Learning of Differential Equations
pp 165-174

16 - History of Statistics and Students' Difficulties in Comprehending Variance
pp 175-186

17 - Designing Student Projects for Teaching and Learning Discrete Mathematics and Computer Science via Primary Historical Sources
pp 187-200

18 - History of Mathematics for Primary School Teacher Education Or: Can You Do Something Even if You Can't Do Much?
pp 201-210

19 - Reflections and Revision: Evolving Conceptions of a Using History Course
pp 211-220

20 - Mapping Our Heritage to the Curriculum: Historical and Pedagogical Strategies for the Professional Development of Teachers
pp 221-230

21 - Teachers' Conceptions of History of Mathematics
pp 231-240

22 - The Evolution of a Community of Mathematical Researchers in North America: 1636–1950
pp 241-250

23 - The Transmission and Acquisition of Mathematics in Latin America, from Independence to the First Half of the Twentieth Century
pp 251-260

24 - In Search of Vanishing Subjects: The Astronomical Origins of Trigonometry
pp 261-272

About the Editors
pp 273-273

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Recent Developments on Introducing a Historical Dimension in Mathematics Education

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