東華大學圖書館 |

Mathematics, education and history = towards a harmonious partnership /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematics, education and history/ edited by Kathleen M. Clark ... [et al.].
Reminder of title:	towards a harmonious partnership /
other author:	Clark, Kathleen M.
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xii, 387 p. :ill., digital ;24 cm.
[NT 15003449]:	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 UBERPRO: 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.
Contained By:	Springer eBooks
Subject:	Mathematics - Study and teaching -
Online resource:	http://dx.doi.org/10.1007/978-3-319-73924-3
ISBN:	9783319739243

Mathematics, education and history = towards a harmonious partnership /
Mathematics, education and historytowards a harmonious partnership /[electronic resource] :edited by Kathleen M. Clark ... [et al.]. - Cham :Springer International Publishing :2018. - xii, 387 p. :ill., digital ;24 cm. - ICME-13 monographs,2520-8322. - ICME-13 monographs..

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 UBERPRO: 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.

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: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. 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.

ISBN: 9783319739243

Standard No.: 10.1007/978-3-319-73924-3doiSubjects--Topical Terms:

867901
Mathematics
--Study and teaching

LC Class. No.: QA11.2 / .M38 2018

Dewey Class. No.: 510.71

Mathematics, education and history = towards a harmonious partnership /
LDR:04855nmm a2200337 a 4500 001 2136754
003 DE-He213
005 20180911154208.0
006 m d
007 cr nn 008maaau
008 181117s2018 gw s 0 eng d
020 $a 9783319739243 $q (electronic bk.)
020 $a 9783319739236 $q (paper)
024 7 $a 10.1007/978-3-319-73924-3 $2 doi
035 $a 978-3-319-73924-3
040 $a GP $c GP
041 0 $a eng
050 4 $a QA11.2 $b .M38 2018
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
082 0 4 $a 510.71 $2 23
090 $a QA11.2 $b .M426 2018
245 0 0 $a Mathematics, education and history $h [electronic resource] : $b towards a harmonious partnership / $c edited by Kathleen M. Clark ... [et al.].
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a xii, 387 p. : $b ill., digital ; $c 24 cm.
490 1 $a ICME-13 monographs, $x 2520-8322
505 0 $a 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 UBERPRO: 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.
520 $a 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: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. 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.
650 0 $a Mathematics $x Study and teaching $x History. $3 867901
650 0 $a Mathematics $x Study and teaching $x Research. $3 525876
650 1 4 $a Education. $3 516579
650 2 4 $a Mathematics Education. $3 637497
650 2 4 $a Research Methods in Education. $3 3219447
650 2 4 $a History of Mathematical Sciences. $3 1530523
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a Clark, Kathleen M. $3 1919903
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a ICME-13 monographs. $3 3250644
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-73924-3
950 $a Education (Springer-41171)