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The development of the mathematical department of the Educational Times from 1847 to 1862.

Mathematics held an important place in the first twelve of years of the Educational Times (1847-1923), and in November 1848 a department of mathematical questions and solutions was launched. In 1864 this department was reprinted in a daughter journal: Mathematical Questions with Their solutions from The Educational Times (MQ). This thesis concentrates on the development of this department from its inception until 1862, when William John Clarke Miller became its editor; and is considered in terms of the editors, contributors and mathematics. To facilitate this research, a source-oriented database using K L E I O (kleio) software was constructed. It contains data taken from the questions and solutions and also miscellaneous items from the journal. Database analysis was used in conjunction with traditional, archival sources; for example, the respective, previously unknown correspondence of two of the main contributors, Thomas Turner Wilkinson and Miller. The development of the department fell into two main periods: the early 1850s when it was edited by Richard Wilson then James Wharton and had an educational bias; and the late 1850s when it was dominated by Miller and Stephen Watson who contributed moderately complex problems of a reasonably high standard on conic sections, probability and number theory. In 1850 Miller started contributing with a group of pupils and masters, including Robert Harley, from the Dissenters' College, Taunton. Another group of contributors which emerged was one of northern geometers, with whom Wilkinson was connected. He collaborated with Thomas Stephens Davies on geometry and this influenced his contributions to the department. Miller edited the department from 1862 to 1897 and MQ from 1863 to 1897 and made MO an international journal of renown for its original research. It contained contributions from some of the most eminent national and international mathematicians, including Cayley, Sylvester, Hirst and Clifford. The start of this new phase is briefly introduced and reviewed

Enacting Inquiry Learning in Mathematics through History

International audienceWe explain how history of mathematics can function as a means for enacting inquiry learning activities in mathematics as a scientific subject. It will be discussed how students develop informed conception about i) the epistemology of mathematics, ii) of how mathematicians produce mathematical knowledge, and iii) what kind of questions that drive mathematical research. We give examples from the mathematics education at Roskilde University and we show how (teacher) students from this program are themselves capable of using history to establish inquiry learning environments in mathematics in high school. The realization is argued for in the context of an explicit-reflective framework in the sense of Abd-El-Khalick (2013) and his work in science education

Original Sources in the Mathematical Classroom

International audienceThis discussion group seeks to bring together individuals who are interested in the use of original sources in the mathematics classroom, from the perspective of a classroom teacher or a mathematics education researcher, for a discussion of issues and concerns related to their educational potential and effects. Each of the two sessions will focus on a different theme related to the use of original sources in the mathematics classroom. The two sessions will structured around a common framework but sufficiently independent of each other to allow interested individuals to participate in the second session, even if they did not participate in the first session. Both novice and more experienced users of original sources are strongly encouraged to participate in both sessions

History of Mathematics in Mathematics Education: Recent devlopments

International audience<p>This is a concise survey on the recent developments (since 2000) concerning research on the relations between History and Pedagogy of Mathematics (the <i>HPM domain</i>). Section 1 explains the rationale of the study and formulates the key issues. Section 2 gives a brief historical account of the development of the <i>HPM domain</i> with focus on the main activities in its context and their outcomes. Section 3 provides a sufficiently comprehensive bibliographical survey of the work done in this area since 2000. Finally, section 4 summarizes the main points of this study.</p

EBook proceedings of the ESERA 2011 conference : science learning and citizenship

This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers.ESERA - European Science Education Research Associatio

Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future

Putting Chinese natural knowledge to work in an eighteenth-century Swiss canton: the case of Dr Laurent Garcin

Symposium: S048 - Putting Chinese natural knowledge to work in the long eighteenth centuryThis paper takes as a case study the experience of the eighteenth-century Swiss physician, Laurent Garcin (1683-1752), with Chinese medical and pharmacological knowledge. A Neuchâtel bourgeois of Huguenot origin, who studied in Leiden with Hermann Boerhaave, Garcin spent nine years (1720-1729) in South and Southeast Asia as a surgeon in the service of the Dutch East India Company. Upon his return to Neuchâtel in 1739 he became primus inter pares in the small local community of physician-botanists, introducing them to the artificial sexual system of classification. He practiced medicine, incorporating treatments acquired during his travels. taught botany, collected rare plants for major botanical gardens, and contributed to the Journal Helvetique on a range of topics; he was elected a Fellow of the Royal Society of London, where two of his papers were read in translation and published in the Philosophical Transactions; one of these concerned the mangosteen (Garcinia mangostana), leading Linnaeus to name the genus Garcinia after Garcin. He was likewise consulted as an expert on the East Indies, exotic flora, and medicines, and contributed to important publications on these topics. During his time with the Dutch East India Company Garcin encountered Chinese medical practitioners whose work he evaluated favourably as being on a par with that of the Brahmin physicians, whom he particularly esteemed. Yet Garcin never went to China, basing his entire experience of Chinese medical practice on what he witnessed in the Chinese diaspora in Southeast Asia (the ‘East Indies’). This case demonstrates that there were myriad routes to Europeans developing an understanding of Chinese natural knowledge; the Chinese diaspora also afforded a valuable opportunity for comparisons of its knowledge and practice with other non-European bodies of medical and natural (e.g. pharmacological) knowledge.postprin