NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921568
Record Type: Journal
Publication Date: 2011-May
Pages: 26
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
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."
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A