Mathematics, Education and History

Towards a Harmonious Partnership

  • Kathleen M. Clark
  • Tinne Hoff Kjeldsen
  • Sebastian Schorcht
  • Constantinos Tzanakis

Part of the ICME-13 Monographs book series (ICME13Mo)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Kathleen M. Clark, Tinne Hoff Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis
    Pages 1-23
  3. Theoretical and/or Conceptual Frameworks for Integrating History and Epistemology of Mathematics in Mathematics Education

    1. Front Matter
      Pages 25-25
    2. Ingo Witzke, Kathleen M. Clark, Horst Struve, Gero Stoffels
      Pages 61-82
  4. Courses and/or Didactical Material: Design, Implementation and Evaluation

    1. Front Matter
      Pages 83-83
    2. Kristian Danielsen, Emilie Gertz, Henrik Kragh Sørensen
      Pages 85-100
    3. Patricia Baggett, Andrzej Ehrenfeucht
      Pages 101-120
  5. Empirical Investigations on Implementing History and Epistemology in Mathematics Education

    1. Front Matter
      Pages 163-163
    2. Iolanda Guevara-Casanova, Carme Burgués-Flamarich
      Pages 165-192
    3. Maria T. Sanz, Bernardo Gómez
      Pages 193-208
    4. Aline Bernardes, Tatiana Roque
      Pages 209-227
  6. Original Historical Sources in Teaching and Learning of and About Mathematics

    1. Front Matter
      Pages 229-229
    2. Vasiliki Tsiapou
      Pages 231-254
    3. Susanne Spies, Ingo Witzke
      Pages 283-304
    4. Jerry Lodder
      Pages 305-320

About this book

Introduction

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.

Keywords

HPM domain history and pedagogy of mathematics cultures & mathematics reflective learning environments transition from school to university Algebra without context German textbooks Empirical investigations prospective teachers historical sources in the classroom

Editors and affiliations

  • Kathleen M. Clark
    • 1
  • Tinne Hoff Kjeldsen
    • 2
  • Sebastian Schorcht
    • 3
  • Constantinos Tzanakis
    • 4
  1. 1.School of Teacher EducationFlorida State UniversityTallahasseeUSA
  2. 2.Department of Mathematical SciencesUniversity of CopenhagenCopenhagenDenmark
  3. 3.Institut Didaktik der MathematikJustus-Liebig-Universität GießenGiessenGermany
  4. 4.Department of EducationUniversity of CreteRethymnonGreece

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-73924-3
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-73923-6
  • Online ISBN 978-3-319-73924-3
  • Series Print ISSN 2520-8322
  • Series Online ISSN 2520-8330
  • About this book