Literaturnachweis - Detailanzeige
| Autor/in | Schubring, Gert |
|---|---|
| Titel | Conceptions for Relating the Evolution of Mathematical Concepts to Mathematics Learning--Epistemology, History, and Semiotics Interacting: To the Memory of Carl Menger (1902-1985) |
| Quelle | In: Educational Studies in Mathematics, 77 (2011) 1, S.79-104 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-011-9301-x |
| Schlagwörter | Mathematics Education; Mathematical Concepts; Epistemology; Mathematics Instruction; Educational History; Educational Quality; Historians; Semiotics |
| Abstract | 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." (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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