Mathematics, Education and History Towards a Harmonious Partnership /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Clark, Kathleen M. (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Kjeldsen, Tinne Hoff (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Schorcht, Sebastian (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Tzanakis, Constantinos (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2018.
• Έκδοση: 1st ed. 2018.
• Σειρά: ICME-13 Monographs,
• Θέματα: Mathematics-Study and teaching .; Education-Research.; Mathematics.; History.; Teaching.; Mathematics Education.; Research Methods in Education.; History of Mathematical Sciences.; Teaching and Teacher Education.

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 th...

Πίνακας περιεχομένων:

• Introduction
• Part I - Theoretical and/or conceptual frameworks for integrating history and epistemology of mathematics in ME
• I.1: The history of artefacts as a resource in mathematics education, and inquiry reflective learning environments
• I.2 History of mathematics and teachers' education: on otherness and empathy
• I.3 ÜBERPRO: addressing the transition from school to university: Initial results from a case study
• Part II Courses and/or didactical material: Design, implementation and evaluation
• II.1 Facilitating source-centered history of mathematics in Danish upper-secondary mathematics education
• II.2 Involving students in original research with primary sources: A graduate course in the History of Mathematics Education
• II.3 Algebra without context is empty, visualizations without concepts are blind
• II.4 History of mathematics in German textbooks - typology of tasks
• Part III - Empirical investigations on implementing history and epistemology in ME
• III.1 Geometry and visual reasoning to introduce algebraic language as Liu Hui and Al-Khwarizmi did
• III.2 Missing curious fraction problems: the unknown inheritance and the unknown numbers of heirs
• III.3 History of matrices: promoting commognitive conflicts and encouraging reflection on meta-discursive rules in prospective teachers
• Part IV- Original historical sources in teaching and learning of and about mathematics
• IV.1 Liu Hui shares his views with young students
• IV.2 Experimentation on the effects of mathematical diversity: Using ancient cuneiform mathematics on conceptual and nature of sciences aspects
• IV.3 Making domain-specific beliefs explicit for prospective teachers - an example of using original sources
• IV.4 Primary historical sources in the classroom: Graph Theory and spanning trees
• Part V -History and epistemology of mathematics: Interdisciplinary teaching and socio-cultural aspects
• V.1 The Pantograph - a historical drawing device for math teaching
• V.2 Expanding contexts for teaching upper secondary school geometry
• V.3 Learning new mathematics from old: Euclid's art after Bath.