A Possible Role for History of Mathematics and Science in Mathematics and Science Education

Bussotti, Paolo

doi:10.33225/jbse/13.12.712

Cited by 3 publications

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“…It represents the first and fundamental step which progressively led to a formalized language for mathematics. For the students to acquire a satisfactory view of geometry and of the other mathematical abstractions, we consider it crucial that they are introduced to this discipline through two historical-methodological lessons (for the importance of the history of mathematics in an educative context, see, e.g., Bussotti 2012Bussotti , 2013Bussotti , 2017Bussotti , 2021 With regard to the methodological aspects of mathematics education, see e.g., Mudaly & Mpofu 2019, Ersoy & Drağyar 2022, Kurban 2024, whose development has been described here.…”

Section: Figure 4b Exposition Of the Concept Of Tapermentioning

confidence: 99%

Introduction to the Geometrical Objects and Axioms: Conceptual, Didactical and Historical Considerations

Bussotti

2024

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For a student attending the initial years of the high school, it is not easy to fully realize what a geometrical object is. While speaking, for example, of a triangle, the teacher will underline that its sides have length, but no width and no thickness. However, a pupil has never seen an object of this kind in his daily experience. For, every straight line has a width and a thickness, however minimal they may be. How can we introduce the geometrical objects and, immediately afterwards, the geometrical reasonings so that the learners can accept them not based on a sort of faith act but relying on a real understanding? The best method is to explain their conceptual genesis, also adding some historical elements. Two abstract processes can be identified: the first one gave origin to the abstract objects, the second one to the propositions (axioms) on which the relations of such objects rely. Therefore, we suggest that the teacher dedicates two lessons to introducing the genetic bases of the geometrical thought before dealing with the mathematical details. In what follows, material for the two lessons is supplied.

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Section: Figure 4b Exposition Of the Concept Of Tapermentioning

confidence: 99%

Introduction to the Geometrical Objects and Axioms: Conceptual, Didactical and Historical Considerations

Bussotti

2024

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Infinity: An Interdisciplinary Access Key to Philosophical Education Through Mathematics

Bussotti

2014

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In some previous contributions of mine written for Scientia Educologica’s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics and science education. There is an abundant literature on this subject and I only tried to offer some ideas on possible educative itineraries in which history of mathematics and science could play a role. I had no claim to supply elements for a general theory on the relations history of mathematics-mathematics education and history of science-science education. In this editorial, I would like to deal with a possible interdisciplinary link between philosophical education and mathematics. This link is given by the infinity. The following considerations are valid for all those countries in which some high schools exist where philosophy is taught and, in general, for every course at a philosophical faculty in which the problem of the infinity is faced. Furthermore, they can also be useful in the teaching of mathematics at the high school when the concepts of infinity and infinitesimal (typically while dealing with calculus) are introduced.

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Mathematics Education: Some Aspects Connected to Its Content

Bussotti

2017

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The literature concerning the various methods by means of which the teaching of mathematics can be developed is simply huge and is increasing more and more. Several aspects are dealt with: the use of new technologies, especially as far as new computer programs or web sources are concerned; new techniques to develop calculations; researches concerning the possible relations between the everyday life of the pupils/students and the mathematical concepts; the best way to frame a lesson (frontal lessons, interactive lessons, discussions), and so on. This literature covers the entire school-life of a young boy/girl: from the elementary school to the university.

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A Possible Role for History of Mathematics and Science in Mathematics and Science Education

Cited by 3 publications

References 10 publications

Introduction to the Geometrical Objects and Axioms: Conceptual, Didactical and Historical Considerations

Introduction to the Geometrical Objects and Axioms: Conceptual, Didactical and Historical Considerations

Infinity: An Interdisciplinary Access Key to Philosophical Education Through Mathematics

Mathematics Education: Some Aspects Connected to Its Content

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