عنوان

Mathematics, education and history :

3319739247

9783319739243

3319739239

9783319739236

Mathematics, education and history :

[Book]

towards a harmonious partnership /

Kathleen M. Clark, Tinne Hoff Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis, editors.

Cham, Switzerland :

Springer,

[2018]

©2018

1 online resource

ICME-13 monographs

Includes bibliographical references and index.

Intro; Preface; Contents; Contributors; 1 Introduction: Integrating History and Epistemology of Mathematics in Mathematics Education; Abstract; 1.1 The HPM Perspective; 1.2 An Outline of the Historical Development of the HPM Domain; 1.3 Comments on the General Questions and Key Issues Related to the HPM Perspective; 1.3.1 Which History Is Suitable, Pertinent and Relevant to Mathematics Education?; 1.3.2 Which Role Can the History of Mathematics Play in Mathematics Education?; 1.3.3 To What Extent Has the History of Mathematics Been Integrated in Mathematics Education?

1.3.4 How Can This Role Be Evaluated and Assessed and to What Extent It Contributes to Amend the Teaching and Learning of Mathematics?1.4 Structure and Content of the Present Volume; References; Theoretical and/or Conceptual Frameworks for Integrating History and Epistemology of Mathematics in Mathematics Education; 2 Inquiry-Reflective Learning Environments and the Use of the History of Artifacts as a Resource in Mathematics Education; Abstract; 2.1 Introduction; 2.2 Cognitive Artifacts in the History of Mathematics; 2.3 A Methodology for Using Original Sources in Math Education.

2.4 Putting the Method to Use: An Example2.5 Concluding Remarks and Future Research; References; 3 History of Mathematics and Teachers' Education: On Otherness and Empathy; Abstract; 3.1 Introduction; 3.2 The Role of History of Mathematics in the Context of Teachers' Training; 3.2.1 The Argument of dépaysement épistémologique; 3.2.2 Research Problems; 3.3 Theoretical Orientations and Research Objective; 3.3.1 A Levinasian Perspective; 3.3.2 A Bakhtinian Perspective; 3.3.3 Research Objective; 3.4 Context and Elements of Method: An Adapted Phenomenological Approach; 3.4.1 Setting the Scene.

3.4.2 Data Sources and Analyses3.4.3 The Construction of a Polyphonic Novel; 3.5 A Comprehensive and Interpretative Paradigm; 3.6 On Otherness and Empathy; 3.6.1 Making Sense of the Lived Experience of the Participants; 3.6.2 Dépaysement épistémologique: Empathy and Self-knowledge; 3.6.3 Dépaysement épistémologique: Empathy and Learning-to-Listen; 3.7 Conclusion and Research Perspectives; References; 4 Addressing the Transition from School to University; Abstract; 4.1 Introduction; 4.2 Theoretical Framework; 4.3 The Pilot Seminar (Spring 2015); 4.3.1 Overview of the Pilot Seminar's Content.

4.3.2 Overview of the Pilot Seminar's Instructional Methods4.4 Methods; 4.4.1 Data Sources; 4.5 The Case of Inga; 4.5.1 Before the Seminar: Inga's Views of Mathematics and Recognition of the Transition Problem; 4.5.2 During the Seminar: Articulation for a Specific Application; 4.5.3 After the Seminar: Inga's Recognition and Articulation Along Different Dimensions; 4.6 Inga's Confrontation of the Transition Problem: Influenced by History?; 4.6.1 History of Mathematics Informing Inga's Transition; 4.6.2 The Research Hypothesis Realized: Supporting Inga in Her Transition.

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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.

Springer Nature

com.springer.onix.9783319739243

Mathematics, education and history.

9783319739236

Mathematics-- Study and teaching-- History.

Mathematics-- Study and teaching-- Research.

Education.

History of mathematics.

MATHEMATICS-- Essays.

MATHEMATICS-- Pre-Calculus.

MATHEMATICS-- Reference.

Mathematics-- Study and teaching-- Research.

Mathematics-- Study and teaching.

Teacher training.

Teaching of a specific subject.

JNU

MAT-- 023000

MAT-- 026000

MAT-- 039000

PB

Clark, Kathleen M.

Kjeldsen, Tinne Hoff

Schorcht, Sebastian

Tzanakis, Constantinos

20200823104542.0

pn

[Book]

Y