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

Moyon, Marc

doi:10.1007/s11858-022-01427-6

Cited by 3 publications

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“…En este artículo, profundizo el estudio realizado en Moyon (2022) sobre la relación entre los libros de texto franceses y la historia de las matemáticas, enfocando mi réflexion en la noción de fracción en la Antigüedad y la Edad Media, entre los Egipcios y para el algoritmo desarrollado por Fibonacci (s. XIII) en su Liber Abbaci (con una traducción inédita del texto latino en francés). Así pues, dedico una parte importante de mi investigación al estudio de los libros de texto franceses contemporáneos, intentando estudiar la indole y la aportación de una perspectiva histórica en la enseñanza basada en los libros de texto (enseñanza media y secundaria, 11-18 años).…”

Section: Resumen Résuméunclassified

“…Dans Moyon (2022), j'ai analysé, à partir d'un questionnaire anonyme complété par 646 enseignants français de mathématiques, leur comportement vis-à-vis de l'introduction d'une perspective historique dans leur enseignement. J'ai tenté de lever le voile sur la manière avec laquelle ces enseignants reçoivent les recommandations officielles du Ministère de l'éducation nationale (MEN, 2019a ;2019b) qui les invitent explicitement à intégrer l'histoire des mathématiques dans leur enseignement et/ou leur réflexion.…”

Section: Introductionunclassified

“…In this article, I deepen the study carried out in Moyon (2022) about the relations between French mathematical textbooks and the history of mathematics, focusing on the notion of fractions in Antiquity and the Middle Ages, among the Egyptians and for the algorithm that Fibonacci (13th c.) developed in his Liber Abbaci (with an unpublished French translation of the Latin text). I therefore devote an important part of my research to the study of contemporary French textbooks, studying the nature and contribution of a historical perspective in maths education based on textbooks (middle and high school, 11-18 years old).…”

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confidence: 99%

“…Il y a beaucoup de problèmes intéressants et de conjectures ouvertes liés à la possible représentation de fractions ordinaires en fractions égyptiennes ». Je peux bien sûr citer l'exemple de la conjecture d'Erdös-Strauss de 1950(LAGAIZE, 2022 ;MOYON, 2022 MOYON, , p. 1624 MOYON, -1626.…”

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Egipticas E O Algoritmo De Fibonacci : História Da Matemática Versus Livros Didáticos Atuais

Moyon

2023

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Neste artigo, aprofundamos o estudo realizado em Moyon (2022) sobre a relação entre os livros didáticos franceses e a história da matemática, tendo por foco nossas reflexões sobre a noção de fração na Antiguidade e na Idade Média, entre os egípcios e o algorítmo desenvolvido por Fibonacci (séc. XIII) em seu Liber Abbaci (a partir de uma tradução inédita do texto em latim para o francês). Desse modo, dedicamos uma parte importante da investigação ao estudo dos livros didáticos franceses da atualidade, intentando estudar as possibilidades e os aportes de uma perspectiva histórica no ensino a partir desses livros (do colégio e do liceu, 11-18 anos). Confrontamos, inicialmente, as informações consideradas históricas, no âmbito de nossas fontes originais, isto é, relativamente à história da matemática que conhecemos hoje. Por fim, alerto os professores quanto à utilização de livros didáticos quando eles desejam introduzir uma perspectiva histórica em suas aulas, tendo em conta elementos didáticos e os principais estudos vindos do HPM (International Study Group on the Relations between the History and Pedagogy of Mathematics) do ICMI.

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Section: Introductionunclassified

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confidence: 99%

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Egipticas E O Algoritmo De Fibonacci : História Da Matemática Versus Livros Didáticos Atuais

Moyon

2023

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Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

YILDIZ

Ulusoy

2023

Int J of Sci and Math Educ

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

Chorlay¹,

Clark

Tzanakis

2022

ZDM Mathematics Education

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Over the last 40 years, exploring the possible interrelations between the history of mathematics and mathematics education has gradually emerged as an interdisciplinary domain of educational research and practice, and entered a maturity stage during the last two decades. This development calls for an account of the general issues concerning the rationale and main themes underlying research and applications in its context, and the foundational issues addressed as a result of its interdisciplinary character. Therefore, after explaining the perspective characterizing work in this domain (what has been called the HPM perspective), we present the main themes along which current research is conducted and we analyze the main issues and concerns raised by current research in this domain, with due reference to recent publications. Papers in this issue further develop the key research strands shaped by these main issues and concerns from a variety of perspectives; in particular, papers address the theoretical points related to the interdisciplinary character of this domain (e.g., the role of history in promoting and developing STEM education more profoundly), and the design of innovative teaching approaches based on original sources (e.g., how non-didacticized resource material can motivate mathematically rich tasks without requiring too specialized knowledge in the history of mathematics). These papers also suggest fresh avenues for research, some bearing on potential methodological connections between mathematics, education, and history (e.g., the possibility of different readings of original sources that reveal the complex interrelations among historical knowledge, teaching objectives, and pedagogical practices), and some bearing on the implementation, evaluation, and dissemination of designs connected to the history of mathematics, in teaching at all levels of education (e.g., development of curricular material based on original texts, offering new learning opportunities in relation to core topics in university mathematics). We conclude with a brief description of each contributed paper.

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

Cited by 3 publications

References 22 publications

Egipticas E O Algoritmo De Fibonacci : História Da Matemática Versus Livros Didáticos Atuais

Egipticas E O Algoritmo De Fibonacci : História Da Matemática Versus Livros Didáticos Atuais

Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

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

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