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Author: Kathleen M. Clark
Publisher: Springer
ISBN: 9783030088866
Category : Education
Languages : en
Pages : 0
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Book Description
This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000. The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects. This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.
Author: Kathleen M. Clark
Publisher: Springer
ISBN: 9783030088866
Category : Education
Languages : en
Pages : 0
Get Book
Book Description
This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000. The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects. This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.
Author: Alexander Karp
Publisher: Springer
ISBN: 3319316168
Category : Education
Languages : en
Pages : 47
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Book Description
This work examines the main directions of research conducted on the history of mathematics education. It devotes substantial attention to research methodologies and the connections between this field and other scholarly fields. The results of a survey about academic literature on this subject are accompanied by a discussion of what has yet to be done and problems that remain unsolved. The main topics you will find in “ICME-13 Topical Survey” include: • Discussions of methodological issues in the history of mathematics education and of the relation between this field and other scholarly fields. • The history of the formation and transformation of curricula and textbooks as a reflection of trends in social-economic, cultural and scientific-technological development. • The influence of politics, ideology and economics on the development of mathematics education, from a historical perspective. • The history of the preeminent mathematics education organizations and the work of leading figures in mathematics education. • Mathematics education practices and tools and the preparation of mathematics teachers, from a historical perspective.
Author: Alexander Karp
Publisher: Springer Science & Business Media
ISBN: 146149155X
Category : Mathematics
Languages : en
Pages : 634
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Book Description
This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Until now, much of the research into the rich and varied history of mathematics education has remained inaccessible to the vast majority of scholars, not least because it has been written in the language, and for readers, of an individual country. And yet a historical overview, however brief, has become an indispensable element of nearly every dissertation and scholarly article. This handbook provides, for the first time, a comprehensive and systematic aid for researchers around the world in finding the information they need about historical developments in mathematics education, not only in their own countries, but globally as well. Although written primarily for mathematics educators, this handbook will also be of interest to researchers of the history of education in general, as well as specialists in cultural and even social history.
Author: John Fauvel
Publisher: Springer Science & Business Media
ISBN: 0306472201
Category : Education
Languages : en
Pages : 437
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Book Description
This ground-breaking book investigates how the learning and teaching of mathematics can be improved through integrating the history of mathematics into all aspects of mathematics education: lessons, homework, texts, lectures, projects, assessment, and curricula. It draws upon evidence from the experience of teachers as well as national curricula, textbooks, teacher education practices, and research perspectives across the world. It includes a 300-item annotated bibliography of recent work in the field in eight languages.
Author: Amy Shell-Gellasch
Publisher: MAA
ISBN: 0883851822
Category : Education
Languages : en
Pages : 191
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Book Description
In an increasingly electronic society, these exercises are designed to help school and collegiate educators use historical devices of mathematics to balance the digital side of mathematics.
Author: Frank J. Swetz
Publisher: Walch Publishing
ISBN: 9780825122644
Category : Education
Languages : en
Pages : 282
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Book Description
Biographies of 23 important mathematicians span many centuries and cultures. Historical Learning Tasks provide 21 in-depth treatments of a variety of historical problems.
Author: Victor J. Katz
Publisher: Cambridge University Press
ISBN: 9780883851630
Category : Education
Languages : en
Pages : 284
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Book Description
This volume examines how the history of mathematics can find application in the teaching of mathematics itself.
Author: Sinan Kanbir
Publisher: Springer
ISBN: 3319592041
Category : Education
Languages : en
Pages : 327
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Book Description
In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.
Author: Sixto Romero Sanchez
Publisher: Springer Nature
ISBN: 3031299000
Category : Education
Languages : en
Pages : 464
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Book Description
This volume presents multiple perspectives on the uses of the history of mathematics for teaching and learning, including the value of historical topics in challenging mathematics tasks, for provoking teachers’ reflection on the nature of mathematics, curriculum development questions that mirror earlier pedagogical choices in the history of mathematics education, and the history of technological innovations in the teaching and learning of mathematics. An ethnomathematical perspective on the history of mathematics challenges readers to appreciate the role of mathematics in perpetuating consequences of colonialism. Histories of the textbook and its uses offer interesting insights into how technology has changed the fundamental role of curriculum materials and classroom pedagogies. History is explored as a source for the training of teachers, for good puzzles and problems, and for a broad understanding of mathematics education policy. Third in a series of sourcebooks from the International Commission for the Study and Improvement of Mathematics Teaching, this collection of cutting-edge research, stories from the field, and policy implications is a contemporary and global perspective on current possibilities for the history of mathematics for mathematics education. This latest volume integrates discussions regarding history of mathematics, history of mathematics education and history of technology for education that have taken place at the Commission's recent annual conferences.
Author: Tommy Dreyfus
Publisher: Routledge
ISBN: 1351625403
Category : Education
Languages : en
Pages : 22
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Book Description
Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include: the content domains of arithmetic, geometry, algebra, statistics, and probability; the mathematical processes of proving and modeling; teaching and learning at specific age levels from early years to university; teacher education, teaching and classroom practices; special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history; theoretical perspectives and comparative approaches in mathematics education research. This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.
