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`A historical angle’, a survey of recent literature on the use and value of history in geometrical education

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Abstract

In this article we give a survey of recent literature on the use and value of the history of geometry in mathematics education. It turns out that many authors have contributed to the debate why we should apply history. Their arguments can be divided into conceptual, (multi-) cultural and motivational ones. The number of authors who concentrated on the methodological question “How could we introduce history into mathematics lessons?” is considerably smaller. Those who want to make history an integral part of mathematics education have to bridge the gap between theoretical arguments and practical ideas, and, connected with this,between historians and teachers, and ultimately between mathematicians from the past and present day students. We divided the various surveyed publications, mainly journal articles, into categories according to a framework in order to clarify the discussion on the role of the history of geometry in education. Details about content and purpose of the articles are presented in two appendices, which make the articles more accessible both for further research and for practical teacher purposes.

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Authors and Affiliations

  1. Department of Mathematics, University of Groningen, P.O. Box 800, 9700 AV, Groningen, The Netherlands

    Iris Gulikers

  2. Van der Capellen Scholengemeenschap, Zwolle, The Netherlands

    Iris Gulikers

  3. Het Hooghe Landt, Amersfoort, The Netherlands

    Klaske Blom

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  1. Iris Gulikers
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  2. Klaske Blom
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Gulikers, I., Blom, K. `A historical angle’, a survey of recent literature on the use and value of history in geometrical education. Educational Studies in Mathematics 47, 223–258 (2001). https://doi.org/10.1023/A:1014539212782

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