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ERIC Number: EJ921568
Record Type: Journal
Publication Date: 2011-May
Pages: 26
Abstractor: As Provided
Reference Count: 80
ISSN: ISSN-0013-1954
Conceptions for Relating the Evolution of Mathematical Concepts to Mathematics Learning--Epistemology, History, and Semiotics Interacting: To the Memory of Carl Menger (1902-1985)
Schubring, Gert
Educational Studies in Mathematics, v77 n1 p79-104 May 2011
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the--implicit or explicit--conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various approaches is some connection with the term "genetic." The author discusses such conceptions from the point of view of a historian of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects of research into the history of mathematics, based on--as one of the reviewers appreciated--his "life long research."
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A