Overview
- Discusses recent developments in integrating history and epistemology in mathematics education
- Promotes innovative teaching methods and theoretical frameworks
- Provides research papers from nine countries based on empirical educational research
Part of the book series: ICME-13 Monographs (ICME13Mo)
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Table of contents (18 chapters)
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Front Matter
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Theoretical and/or Conceptual Frameworks for Integrating History and Epistemology of Mathematics in Mathematics Education
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Front Matter
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Courses and/or Didactical Material: Design, Implementation and Evaluation
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Front Matter
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Empirical Investigations on Implementing History and Epistemology in Mathematics Education
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Front Matter
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Original Historical Sources in Teaching and Learning of and About Mathematics
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Front Matter
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Keywords
About this book
This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000.
The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain:
1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education;
2. Courses and didactical material: Design, implementation and evaluation;
3. Empirical investigations on implementing history and epistemology in mathematics education;
4. Original historical sources in teaching and learning of and about mathematics;
5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects.
This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.
Reviews
“I would recommend any novice considering using the history of mathematics in their teaching to read this piece. It thoughtfully asks the relevant questions necessary for such an endeavor, outlines the history of efforts made in working towards a “fruitful and harmonious interplay among History, Education and Mathematics” and then offers this most recent contribution of experiences and suggestions. … This is a good, useful and readable book.” (Frank Swetz, MAA Reviews, August, 2018)
Editors and Affiliations
Bibliographic Information
Book Title: Mathematics, Education and History
Book Subtitle: Towards a Harmonious Partnership
Editors: Kathleen M. Clark, Tinne Hoff Kjeldsen, Sebastian Schorcht, Constantinos Tzanakis
Series Title: ICME-13 Monographs
DOI: https://doi.org/10.1007/978-3-319-73924-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-73923-6Published: 12 April 2018
Softcover ISBN: 978-3-030-08886-6Published: 24 January 2019
eBook ISBN: 978-3-319-73924-3Published: 30 March 2018
Series ISSN: 2520-8322
Series E-ISSN: 2520-8330
Edition Number: 1
Number of Pages: XII, 387
Number of Illustrations: 125 b/w illustrations
Topics: Mathematics Education, Research Methods in Education, History of Mathematical Sciences, Teaching and Teacher Education