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About this book

Introduction

This contributed volume investigates the active role of the different contexts of mathematics teaching on the evolution of the practices of mathematical concepts, with particular focus on their foundations. The book aims to deconstruct the strong and generally wide-held conviction that research in mathematics constitutes the only driving force for any progress in the development of mathematics as a field. In compelling and convincing contrast, these chapters aim to show the productive function of teaching, showcasing investigations from countries and regions throughout various eras, from Old Babylonia through the 20th Century. In so doing, they provide a critical reflection on the foundations of mathematics, as well as instigate new research questions, and  explore the interfaces between teaching and research.

Keywords

Complementarity of teaching and research Relation of teaching to the foundations of mathematics Origins of mathematics Teaching as reproduction The origin of proof The Zilsel-thesis and the Merton-thesis Institutional origins of modern science Practical geometry in the 16th Century Catholicism and mathematics in the 17th Century Modern geometry in 19th Century French textbooks Historical conditions of production of mathematics

Editors and affiliations

  • Gert Schubring
    • 1
  1. 1.Department of MathematicsFederal University of Rio de JaneiroBrazil

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-01617-3
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-01616-6
  • Online ISBN 978-3-030-01617-3
  • Series Print ISSN 2524-8022
  • Series Online ISSN 2524-8030
  • Buy this book on publisher's site