Mathematics, Education and History
-15%
portes grátis
Mathematics, Education and History
Towards a Harmonious Partnership
Kjeldsen, Tinne Hoff; Schorcht, Sebastian; Clark, Kathleen M.; Tzanakis, Constantinos
Springer International Publishing AG
04/2018
387
Dura
Inglês
9783319739236
15 a 20 dias
934
Descrição não disponível.
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 UEBERPRO: 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.
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HPM domain;history and pedagogy of mathematics;cultures & mathematics;reflective learning environments;transition from school to university;Algebra without context;German textbooks;Empirical investigations;prospective teachers;historical sources in the classroom
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 UEBERPRO: 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.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
