Let History into the Mathematics Classroom

Guichard, Jean-Paul; Moyon, Marc; Guyot, Patrick; Morice-Singh, Catherine; Métin, Frédéric; Bühler, Martine; Tournès, Dominique; Chorlay, Renaud; Hamon, Gérard

doi:10.1007/978-3-319-57150-8

Cited by 5 publications

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Section: Figura 2 Errores Cometidos Por Un Estudiante Y La Interpretaunclassified

“…No obstante, "hay que recordar que uno de los principales aportes de la historia es mostrar que las nociones y conceptos que enseñamos fueron inventadas para resolver problemas (Barbin et al, 2018, p. xxi)". Es habitual enseñar en un aula de clase un concepto matemático para resolver luego una serie de problemas, mientras que, desde el desarrollo histórico, se evidencia que para resolver un problema (como sucede a menudo en la vida real) se necesita el uso de muchos conceptos (Barbin et al, 2018;Fauvel y Van Maanen, 2002). Luego, este camino que se traza usando argumentos históricos, como uno de los múltiples aspectos históricos que se pueden explorar, puede ser una ruta para cumplir con las tres condiciones frecuentes, que según el IREM (Instituts de recherche sur l'enseignement des mathématiques), deben tener las investigaciones que se abordan desde la historia para que interesen a los profesores: deben ser un estudio diferente (exótico), epistemológico y cultural (Barbin, 2006).…”

Section: Figura 2 Errores Cometidos Por Un Estudiante Y La Interpretaunclassified

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Aspectos históricos del teorema fundamental del cálculo y posibles mediaciones tecnológicas

Villate

2021

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Este artículo presenta aspectos históricos del Teorema Fundamental del Cálculo (TFC) que podrían ser mediados por herramientas tecnológicas. Esta exploración pretende identificar en los argumentos de Newton y de Leibniz, un potencial heurístico para ser incorporados en ambientes de aprendizaje del cálculo en las universidades. Se presentan los resultados de una exploración de actualización de los argumentos de Newton y de Leibniz con la mediación del software matemático Geogebra. Los resultados de esta exploración articulan factores históricos y tecnológicos del TFC, que podrían usarse de manera curricular, por ejemplo, en el diseño de tareas para la formación universitaria.

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Section: Figura 2 Errores Cometidos Por Un Estudiante Y La Interpretaunclassified

Aspectos históricos del teorema fundamental del cálculo y posibles mediaciones tecnológicas

Villate

2021

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“…Notice that this study appears in the context of the reform of the French high school education system, in 2019, where is stated, for instance, that the problems proposed in classroom can be taken from HM and that it is useful to provide historical contextualization of the mathematical concepts to students (2:50). Notice also that several French researchers, in 2018, presented ten experiments [12] which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds.…”

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Teachers’ Conceptions and Practices on the History of Mathematics in Teaching at 5th and 6th Grades in Portugal

Martins¹,

Gomes²,

Pinto³

et al. 2021

ICERI2021 Proceedings

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This paper presents some results of the project (H)ISTO é MATEMÁTICA -História da Matemática no Ensino da Matemática (History of Mathematics in teaching), a research project that has as one of its main goals: to describe the initial and continuous training of Portuguese teachers in History of Mathematics (HM), as well as their conceptions and practices on the use of HM in teaching. In particular, we present the results of applying an online questionnaire to a group of 259 Mathematics teachers from the 2nd Cycle of Basic Education in Portugal (5th and 6th grades). With this survey our purpose is precisely to characterize teachers': (i) training in HM; and (ii) conceptions and practices about the utilization of HM in the classroom. Notice that this study intends to respond, among others, the lack of studies on this subject, particularly at the level of the first years. We use quantitative data analysis methods, namely descriptive statistics. The main conclusions of this study are: 1) most teachers considered the training in HM obtained in their higher education as non-existent or reduced; 2) the overwhelming majority categorized as non-existent or reduced their continuous education in HM; 3) most teachers reported using HM as a didactic resource in Mathematics class (many of them in a regular basis); 4) teachers resorted more frequently to textbooks and favoured the use of HM in the introduction to new mathematical subject; 5) regarding to the potential of using HM in teaching, teachers evaluated the didactic potential of HM very positively; the biggest constraints were related to the extension of the official curricula, the scarcity of support materials and the difficulty of evaluation.

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The Value of Historical Knowledge Through Challenging Mathematical Tasks

Menezes

Costa

2023

Advances in Mathematics Education

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Let History into the Mathematics Classroom

Cited by 5 publications

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Aspectos históricos del teorema fundamental del cálculo y posibles mediaciones tecnológicas

Aspectos históricos del teorema fundamental del cálculo y posibles mediaciones tecnológicas

Teachers’ Conceptions and Practices on the History of Mathematics in Teaching at 5th and 6th Grades in Portugal

The Value of Historical Knowledge Through Challenging Mathematical Tasks

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