El enfoque franciscano y la ciencia. De la Escolástica Tardía a la vía moderna

Late Scholasticism marks a milestone in the history of philosophical thought. In this period, a profound process of transformation took place in the way of observing nature through a meticulous data collection, experiments and subsequent analysis. The Franciscan approach gives priority to a practical sense of thinking and its transformative action. The Franciscans analyze the realities of the world with an extremely original pragmatic dynamism.La Escolástica Tardía marca un hito en la historia del pensamiento filosófico. En este periodo se establecen las bases de un profundo proceso de transformación en la forma de observar la naturaleza a través de una minuciosa recolección de datos, experimentos y posteriores análisis. El enfoque franciscano da prioridad a aquel sentido práctico del filosofar que se funda sobre la existencia real y desembarca en la acción. Los pensadores franciscanos analizan las realidades del mundo con un dinamismo pragmático sumamente original

The art and architecture of mathematics education: a study in metaphors

This chapter presents the summary of a talk given at the Eighth European Summer University, held in Oslo in 2018. It attempts to show how art, literature, and history, can paint images of mathematics that are not only useful but relevant to learners as they can support their personal development as well as their appreciation of mathematics as a discipline. To achieve this goal, several metaphors about and of mathematics are explored

From Hesiod to Saussure, from Hippocrates to Jevons: An Introduction to the History of Scientific Thought between Iran and the Atlantic

This work offers an introduction to the history of scientific thought in the region between Iran and the Atlantic from the beginnings of the Bronze Age until 1900 CE—a “science” that can be understood more or less as a German Wissenschaft: a coherent body of knowledge carried by a socially organized group or profession. It thus deals with the social and human as well as medical and natural sciences and, in earlier times, even such topics as astrology and exorcism. It discusses eight periods or knowledge cultures: Ancient Mesopotamia – classical Antiquity – Islamic Middle Ages – Latin Middle Ages – Western Europe 1400–1600 – 17th century – 18th century – 19th century. For each period, a general description of scientific thought is offered, embedded within its social context, together with a number of shorter or longer commented extracts from original works in English translation

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