A framework for integrating the history of mathematics into teaching in Shanghai

Wang, Ke; Wang, Xiaoqin; Li, Yeping; Rugh, Michael

doi:10.1007/s10649-018-9811-x

Cited by 11 publications

(8 citation statements)

References 18 publications

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“…(Fried et al, 2016). Some promising results can be found in the works of Jankvist (2009), Guillemette (2015), Jahnke (2014), Fried (2008Fried ( , 2014aFried ( , 2014b and Wang, Wang, Li & Rugh (2018). A good example of a pedagogical use of history that tries to take into account these warnings is certainly the hermeneutic approach by Jahnke, whose main points have been very recently recalled by the author himself (Fried et al, 2016).…”

Section: Ckȼ Modelmentioning

confidence: 99%

Analyzing the use of history in mathematics education: issues and challenges around Balacheff’s cKȼ model

Vittori

2018

Educ Stud Math

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Part of the international reflection on the use of history in mathematics teaching consists in a quest of frameworks and models suitable for empirical studies. Following this demand, this paper explores the way Balacheff's cKȼ model, a model taken from the didactics of mathematics, can be used in the analysis of learning at student level. In the first part of this paper, Balacheff's cKȼ model (conceptions, Knowledge, ȼoncepts) is shortly presented, and in the second part, the relationship between the epistemological background of the model and the use of the history of mathematics is explored in order to show a possible suitableness. The third part addresses an example of a school activity (about ancient Indian geometry) in which the model is applied and the historical issues clarified. Questioning the role of problems both in the cKȼ model and in the use of history, the last part shows how a study at the students' conceptions level enlightens the way in which historical elements can interact with contemporary mathematical learning.

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Section: Ckȼ Modelmentioning

confidence: 99%

Analyzing the use of history in mathematics education: issues and challenges around Balacheff’s cKȼ model

Vittori

2018

Educ Stud Math

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“…Fried et al (2016) reject the idea of a theoretical framework based on history only as a tool, and according to the "theoretical frameworks for the history of mathematics in mathematics education, as theoretical frameworks, should be driven by questions centered on the historical character of mathematics, on the historical conditioning of our experience of mathematics, and, generally, the meaning of our relationship to the past" (Fried et al, 2016). Hence, the studies of Fried (2001), Guillemette (2017), Jahnke (2014), Jankvist (2009), and Wang et al (2018) may have promising results in this scope.…”

Section: The Rationale For the Studymentioning

confidence: 99%

Through Their Eyes: Gifted Students’ Views on Integrating History of Mathematics Embedded Videos Into Mathematics Classrooms

Karatas-Aydin

Işıksal-Bostan

2022

SAGE Open

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This study examined gifted students’ views on integrating the history of mathematics embedded videos into mathematics classrooms. The research was conducted with 30 fifth-grade students who were identified as gifted with the WISC-R Intelligent Test Score and aptitude test. Data were collected through students’ video reflection papers after watching the videos on biographies of mathematicians. Content analysis was conducted to analyze data collected with reflection papers. The findings were grouped as history as a tool and history as a goal. Under the title of history as a tool, the students’ reflections were categorized as history as a cognitive tool and history as a motivational tool. As a cognitive tool, students stated that the history of mathematics embedded videos expanded their knowledge of mathematicians’ early work and their occupations. As a motivational tool, the history of mathematics embedded videos helped raise students’ curiosity about mathematicians and their works, and mathematical concepts, increased their motivation for invention, and developed a positive attitude toward mathematics and learning. On the other hand, under the title of history as a goal, the students stated that the history of mathematics embedded videos broaden their knowledge of mathematicians and their contributions, mathematical concepts, and mathematical evolution. Thus, the videos can be used as enrichment activities for gifted elementary students in mathematics classrooms.

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“…Indeed, with the mathematics curriculum reform in the past ten years, the Chinese mathematics classroom has undergone substantial changes. For instance, rapid growth was observed in the use and value of history in mathematics education and the relationship between the history and pedagogy of mathematics (Cai & Wang, 2010;Lim, 2007;Wang et al, 2018). This growth has given rise to a wave of integrating the history of mathematics in school mathematics teaching from primary to secondary level.…”

Section: New Characteristics Emerging In Chinese Mathematics Classroom Teachingmentioning

confidence: 99%

How Chinese Teach Mathematics: Canadian Teachers’ Perspectives

Peng

Cao

2021

Front Educ China

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As part of a large reciprocal learning partnership project between Canada and China, this study explored Canadian teachers' perceptions of mathematics teaching in elementary schools in China. Using reciprocal learning and Activity Theory as the theoretical lens, we collected data, i.e., classroom observations, group discussion, and informal exchanges from teachers in a pair of research sister-schools in Canada and China. Qualitative data analyses revealed four themes in Canadian teachers' perceptions of the characteristics of Chinese mathematics teaching: an active teacher-student interaction model of questioning-responding, a mathematical knowledge-package summary at the end of each lesson, integration of the history of mathematics into teaching, and the development and implementation of well-structured lessons. Contributions, implications, and limitations of the study in mathematics education and research are discussed.

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A framework for integrating the history of mathematics into teaching in Shanghai

Cited by 11 publications

References 18 publications

Analyzing the use of history in mathematics education: issues and challenges around Balacheff’s cKȼ model

Analyzing the use of history in mathematics education: issues and challenges around Balacheff’s cKȼ model

Through Their Eyes: Gifted Students’ Views on Integrating History of Mathematics Embedded Videos Into Mathematics Classrooms

How Chinese Teach Mathematics: Canadian Teachers’ Perspectives

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