The History of Mathematics Education: Developing a Research Methodology

Karp, Alexander

doi:10.1007/978-1-4614-9155-2_2

Cited by 16 publications

(11 citation statements)

References 11 publications

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“…It is particularly interesting to explore the emergence of ideologically driven studies and various myths in the history of mathematics education. Karp (2014a) examines several examples of this as well as the circumstances of their appearance. This work may be expanded to include materials from other countries and eras.…”

Section: Methodsmentioning

confidence: 99%

History of Mathematics Teaching and Learning

Karp¹,

Furinghetti²

2016

ICME-13 Topical Surveys

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Section: Methodsmentioning

confidence: 99%

History of Mathematics Teaching and Learning

Karp¹,

Furinghetti²

2016

ICME-13 Topical Surveys

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“…Should it be designed as a discrete course or a sequence of ideas? (Karp 2014; Klein 2003). In the early twentieth century, schools suspended mathematics requirements because algebra was seen as inappropriate for the “great army of incapables” entering public schools (G. Stanley Hall, as cited in Karp 2014:329).…”

Section: The Contested Nature Of Algebramentioning

confidence: 99%

“…(Karp 2014; Klein 2003). In the early twentieth century, schools suspended mathematics requirements because algebra was seen as inappropriate for the “great army of incapables” entering public schools (G. Stanley Hall, as cited in Karp 2014:329). This began algebra’s centuries-long legacy as a stratifying subject because these “incapables” were immigrants, working-class, and nonwhite people (Karp 2014).…”

Section: The Contested Nature Of Algebramentioning

confidence: 99%

Solving for X: Constructing Algebra and Algebra Policy During a Time of Change

2022

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The year students take Algebra I historically determines how far they progress in secondary mathematics, creating complex equity issues around access to this course. By examining a case study of one large, urban school district adjusting to the Common Core State Standards in Mathematics (CCSS-M), we demonstrate how district leaders’ interactions, in combination with their organizational and institutional environments, led to an overhaul of the secondary mathematics course pathway, ending in detracked middle school mathematics. We find that district leaders’ deliberations of mathematics policy were constrained by organizational concerns around pedagogy, equity, logistics, and politics. In other words, the disruption created by the CCSS-M was limited by extant organizational priorities. This study has potential implications for theorizing disruptions and for better understanding equity-oriented mathematics policy and practice.

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“…The working group for the History and Pedagogy of Mathematics (1972) and the International Study Group on the relations between History and Pedagogy of Mathematics (1976) attest to the serious transformative potential in HOM (Furinghetti, 2007). Such promising findings have pushed HOM epistemological boundaries further as scholars explore its pedagogical potential and didactical utility (Jankvist, 2009;Goktepe & Ozdemir, 2013;Karp, 2014;Horton & Panasul, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study

Kapofu¹,

Kapofu²

2020

INT ELECT J MATH ED

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Integration of history of mathematics (HOM) in mathematics education is emerging as frontier endowed with utility to stem decline in uptake, enhance performance and alter the negative perceptions about the subject. This case study sought to explore the influence of history of mathematics on grade eleven girls' perceptions of the Theorem of Pythagoras in particular and mathematics in general. In this exploratory study, the genetic approach of HOM was used in teaching the Theorem of Pythagoras. Findings indicate that the inclusion of aspects of the history of mathematics catalysed positive learner perceptions of the Theorem and mathematics in general. Notable changes in learner perceptions included affirmations of an increased level of motivation and confessed improvement in readiness of grade eleven learners in tackling challenging tasks involving the Theorem of Pythagoras. Learners also alluded to increased confidence in dealing with proofs, enjoying making their own discoveries and solving mathematical problems in general.

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The History of Mathematics Education: Developing a Research Methodology

Cited by 16 publications

References 11 publications

History of Mathematics Teaching and Learning

History of Mathematics Teaching and Learning

Solving for X: Constructing Algebra and Algebra Policy During a Time of Change

“This Maths is better than that Maths” – Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study

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