Volume 54, Issue 7

Search all ZDM – Mathematics Education articles

December 2022

Exploring the significance of the history of mathematics in mathematics education

Issue Editors:

Renaud Chorlay,
Kathleen Michelle Clark,
Constantinos Tzanakis

19 articles in this issue

History of mathematics in mathematics education: Recent developments in the field
Renaud Chorlay
Kathleen Michelle Clark
Constantinos Tzanakis
Survey Paper Open access 10 November 2022 Pages: 1407 - 1420
Three past mathematicians’ views on history in mathematics teaching and learning: Poincaré, Klein, and Freudenthal
Hans-Niels Jahnke
Uffe Thomas Jankvist
Tinne Hoff Kjeldsen
Original Paper Open access 07 June 2022 Pages: 1421 - 1433
Edmond Halley and Apollonius: second-order historical knowledge in mathematics education
Michael N. Fried
Original Paper 06 July 2022 Pages: 1435 - 1447
Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition
Yannis Thomaidis
Constantinos Tzanakis
Original Paper 23 May 2022 Pages: 1449 - 1461
Series of problems in Clairaut’s Elements of Geometry: interaction between historical analysis and mathematics education research
Katalin Gosztonyi
Original Paper Open access 29 October 2022 Pages: 1463 - 1478
Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics
Luis Radford
George Santi
Original Paper 05 August 2022 Pages: 1479 - 1492
History of mathematics in the context of mathematics teachers’ education: a dialogical/ethical perspective
David Guillemette
Luis Radford
Original Paper 17 October 2022 Pages: 1493 - 1505
Tales of research initiatives on university-level mathematics and primary historical sources
Kathleen Michelle Clark
Cihan Can
Oksana Melissa Rubis
Original Paper 11 June 2022 Pages: 1507 - 1520
Today's students engaging with Abbacus problems
Adriano Demattè
Fulvia Furinghetti
Original Paper 22 July 2022 Pages: 1521 - 1536
ZIZO: a history-based approach to mathematics teacher education
Bruna Moustapha-Corrêa
Aline Bernardes
Victor Giraldo
Original Paper 19 October 2022 Pages: 1537 - 1552
Impact of a sequence on the history of ancient mathematics informed by student experiences and teacher practices
Charlotte de Varent
Nicolas Décamp
Original Paper 04 November 2022 Pages: 1553 - 1567
Primary source projects as textbook replacements: a commognitive analysis
Janet Heine Barnett
Original Paper 05 August 2022 Pages: 1569 - 1582
From the historical text to the classroom session: analysing the work of teachers-as-designers
Renaud Chorlay
Original Paper 17 October 2022 Pages: 1583 - 1596
On the role and scope of historical knowledge in using the history of mathematics in education
Évelyne Barbin
Original Paper 02 August 2022 Pages: 1597 - 1611
Desire of teachers and realities in textbooks: dealing with history of mathematics in the new French curriculum and its impact on teacher training
Marc Moyon
Original Paper 17 September 2022 Pages: 1613 - 1630
The interplay between history of Mathematics and Digital Technologies: a review
Marianne Thomsen
Uffe Thomas Jankvist
Kathleen Michelle Clark
Original Paper 26 April 2022 Pages: 1631 - 1642
The role of M (mathematical worlds) in HPM (history and pedagogy of Mathematics) and in STEM (science, technology, engineering, mathematics)
Siu Man-Keung
Original Paper 22 May 2022 Pages: 1643 - 1655
A structuralist view for interpreting the role of mathematics in physics
Po-Hung Liu
Original Paper 11 November 2022 Pages: 1657 - 1670
Acknowledgements to reviewers 2022

Acknowledgements 29 October 2022 Pages: 1671 - 1673

Volume 54, Issue 7

History of mathematics in mathematics education: Recent developments in the field

Three past mathematicians’ views on history in mathematics teaching and learning: Poincaré, Klein, and Freudenthal

Edmond Halley and Apollonius: second-order historical knowledge in mathematics education

Historical knowledge and mathematics education: a recent debate and a case study on the different readings of history and its didactical transposition

Series of problems in Clairaut’s Elements of Geometry: interaction between historical analysis and mathematics education research

Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics

History of mathematics in the context of mathematics teachers’ education: a dialogical/ethical perspective

Tales of research initiatives on university-level mathematics and primary historical sources

Today's students engaging with Abbacus problems

ZIZO: a history-based approach to mathematics teacher education

Impact of a sequence on the history of ancient mathematics informed by student experiences and teacher practices

Primary source projects as textbook replacements: a commognitive analysis

From the historical text to the classroom session: analysing the work of teachers-as-designers

On the role and scope of historical knowledge in using the history of mathematics in education

Desire of teachers and realities in textbooks: dealing with history of mathematics in the new French curriculum and its impact on teacher training

The interplay between history of Mathematics and Digital Technologies: a review

The role of M (mathematical worlds) in HPM (history and pedagogy of Mathematics) and in STEM (science, technology, engineering, mathematics)

A structuralist view for interpreting the role of mathematics in physics

Acknowledgements to reviewers 2022

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