Clark K.M., Kjeldsen T.H., Schorcht S., Tzanakis C. (Eds.) Mathematics, Education and History: Towards a Harmonious Partnership

Springer International Publishing AG, 2018. — 296 p. — (ICME-13 Monographs). — ISBN: 3319739239.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:
Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education;
Courses and didactical material: Design, implementation and evaluation;
Empirical investigations on implementing history and epistemology in mathematics education;
Original historical sources in teaching and learning of and about mathematics;
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.Introduction: Integrating History and Epistemology of Mathematics in Mathematics Education
Theoretical and/or Conceptual Frameworks for Integrating History and Epistemology of Mathematics in Mathematics Education
Inquiry-Reflective Learning Environments and the Use of the History of Artifacts as a Resource in Mathematics Education
History of Mathematics and Teachers’ Education: On Otherness and Empathy
Addressing the Transition from School to University: Evolution of a Seminar Emphasizing Historical Sources and Student Reflections
Courses and/or Didactical Material: Design, Implementation and Evaluation
Facilitating Source-Centered History of Mathematics: Developing Materials for Danish Upper Secondary Mathematics Education
Involving Students in Original Research with Primary Sources: A Graduate Course in the History of Mathematics Education
Algebra Without Context Is Empty, Visualizations Without Concepts Are Blind
History of Mathematics in German Mathematics Textbooks: Typology of Tasks
Empirical Investigations on Implementing History and Epistemology in Mathematics Education
Geometry and Visual Reasoning: Introducing Algebraic Language in the Manner of Liu Hui and al-Khwãrizmî
Missing Curious Fraction Problems: The Unknown Inheritance and the Unknown Number of Heirs
History of Matrices: Commognitive Conflicts and Reflections on Metadiscursive Rules
Original Historical Sources in Teaching and Learning of and About Mathematics
Liu Hui Shares His Views with Young Students
Experimentation on the Effects of Mathematical Diversity: Using Ancient Cuneiform Mathematics on Conceptual and Nature of Sciences Aspects
Making Domain-Specific Beliefs Explicit for Prospective Teachers: An Example of Using Original Sources
Primary Historical Sources in the Classroom: Graph Theory and Spanning Trees
History and Epistemology of Mathematics: Interdisciplinary Teaching and Socio-Cultural Aspects
The Pantograph: A Historical Drawing Device for Math Teaching
Expanding Contexts for Teaching Upper Secondary School Geometry
Learning New Mathematics from Old: Euclid’s Art After Bath