Prospective secondary mathematics teachers read Clairaut: professional knowledge and original sources

Arnal-Bailera, Alberto; Oller-Marcén, Antonio M.

doi:10.1007/s10649-020-09988-7

Cited by 2 publications

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“…He argues in his very interesting preface, why he chose this approach: the practical problems of surveying incited mankind to develop a geometrical science; therefore, if one begins the book with them, one will succeed in interesting anybody much more in geometry-than by an abstract building of axioms and theorems, whose internal meaning nobody can easily understand. (Klein, 2016, p. 250) EoG's rich reception history in modern mathematics education includes research concerning problem solving in mathematics education (Barbin, 1991;Sander, 1982) and the teaching of specific mathematical topics (Arnal-Bailera & Oller-Marcén, 2020;Chorlay, 2015). The analogies of Clairaut's writing project with principles of modern problem-based education are observed in several studies, but some studies (Barbin, 1991) also underlined the historical particularity of the text and the eventual tensions implied with the presuppositions of some modern problem-based approaches.…”

Section: Clairaut From the Perspective Of Ibmementioning

confidence: 99%

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

Gosztonyi

2022

ZDM Mathematics Education

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In this paper, I propose an analysis of the structure of Clairaut’s Éléments de Géométrie (1741), a book presenting geometrical knowledge organized around problems, with rich metadiscourse connecting problems and other elements of mathematical content. This analysis is inspired both by the “Series of problems at the crossroad of cultures” interdisciplinary history of sciences project, in which texts from various cultures structured around problems were analysed, and by ongoing mathematics educational research on the Hungarian Guided Discovery approach, where “series of problems” play a central role in the planning and implementation of teaching trajectories. I show how a dialog between the analysis of Clairaut’s historical text and mathematics educational research contributes to the reflection on the construction and analysis of inquiry based teaching trajectories in mathematics education.

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Section: Clairaut From the Perspective Of Ibmementioning

confidence: 99%

“…This paragraph, for the kinetic and experimental introduction of the notion of tangent, was treated in earlier studies in mathematics education(Arnal-Bailera & Oller-Marcén, 2020;Chorlay, 2015).…”

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confidence: 99%