History of Mathematics
Rresearch teams at the universities of Genoa (P. Boero), Modena (M. Bartolini Bussi), Pisa (M. A. Mariotti) and Torino (F. Arzello) started to work independently on the problem of theoretical thinking in mathematics and proof.
In the early nineties
A group of researchers started at ICME5 in Adelaide a project named “Systematic Co-operation between Theory and Practice in Mathematics Education”.
1984
following the conference in Adele, there was a continuing interest in the relationship between theory and practice in Mathematics Education which implied both practical efforts and theoretical reflection, as witnessed by the subsequent SCTP conferences, held in Lochem (the Netherlands), then in London in 1988, in Brakel (Germany) in 1990 and in Grado (Italy) in 1994.
1986
History of Mathematics
Giovanni Prodi is one of the most important contemporary Italian mathematics, for his cultural and political help and his personal involvement in the problems of teaching mathematics and in 1991 was held in Pisa a national seminar called “What is research in didactics of mathematics”.
Jahnke et all. said and is very useful: history of mathematics is considered by many as fundamental research, and integrating history into teaching idea is misleading.
19 96
Furinghetti in her view, the role of historians would be mainly of interpreting and mediating sources; some of them who are sensible of pedagogical problems point out specific situations suitable to a didactic transpposition.
A conference was organized by Jahnke in Essen, where historians and didacticians met to present their own contributions.
1 9 97
1 9 92
History of Mathematics
National and international groups emerged to try to establish a connection between historians and didacticians, just to quote a couple of them.The Commission INTER-IREM “Épistemologie et Histoire des Mathématiques” in France (Inter-IREM, 1997; 1998) and the International Study Group on the Ralations between History and Pedagogy of Mathematics (HPM).
In a successive analysis about the word “integration” of history in mathematics teaching Furinghetti supports the idea of using history as a mediator to pursue the objectives of mathematics education.
In the past years
2002
An entire ICMI Study has been devoted to “The role of history of mathematics in the teaching and learning of mathematics’ in Marseille – Luminy.
1 9 98
History of Mathematics
In the most important international forum of mathematicians, The international Congress of Mathematicians, one of the parallel session was devoted to “Teaching and popularization of mathematics” (1998) and “Mathematics Education and popularization” (2002” Some researchers in didcatics of mathematics were invited as official lecturers, (like: Artigue, 1998; Bartolini Bussi, 1998 and Niss, 1998).
Recently
History of Mathematics
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Transcript
History of Mathematics
Rresearch teams at the universities of Genoa (P. Boero), Modena (M. Bartolini Bussi), Pisa (M. A. Mariotti) and Torino (F. Arzello) started to work independently on the problem of theoretical thinking in mathematics and proof.
In the early nineties
A group of researchers started at ICME5 in Adelaide a project named “Systematic Co-operation between Theory and Practice in Mathematics Education”.
1984
following the conference in Adele, there was a continuing interest in the relationship between theory and practice in Mathematics Education which implied both practical efforts and theoretical reflection, as witnessed by the subsequent SCTP conferences, held in Lochem (the Netherlands), then in London in 1988, in Brakel (Germany) in 1990 and in Grado (Italy) in 1994.
1986
History of Mathematics
Giovanni Prodi is one of the most important contemporary Italian mathematics, for his cultural and political help and his personal involvement in the problems of teaching mathematics and in 1991 was held in Pisa a national seminar called “What is research in didactics of mathematics”.
Jahnke et all. said and is very useful: history of mathematics is considered by many as fundamental research, and integrating history into teaching idea is misleading.
19 96
Furinghetti in her view, the role of historians would be mainly of interpreting and mediating sources; some of them who are sensible of pedagogical problems point out specific situations suitable to a didactic transpposition.
A conference was organized by Jahnke in Essen, where historians and didacticians met to present their own contributions.
1 9 97
1 9 92
History of Mathematics
National and international groups emerged to try to establish a connection between historians and didacticians, just to quote a couple of them.The Commission INTER-IREM “Épistemologie et Histoire des Mathématiques” in France (Inter-IREM, 1997; 1998) and the International Study Group on the Ralations between History and Pedagogy of Mathematics (HPM).
In a successive analysis about the word “integration” of history in mathematics teaching Furinghetti supports the idea of using history as a mediator to pursue the objectives of mathematics education.
In the past years
2002
An entire ICMI Study has been devoted to “The role of history of mathematics in the teaching and learning of mathematics’ in Marseille – Luminy.
1 9 98
History of Mathematics
In the most important international forum of mathematicians, The international Congress of Mathematicians, one of the parallel session was devoted to “Teaching and popularization of mathematics” (1998) and “Mathematics Education and popularization” (2002” Some researchers in didcatics of mathematics were invited as official lecturers, (like: Artigue, 1998; Bartolini Bussi, 1998 and Niss, 1998).
Recently