Not out of the blue: Historical roots of mathematics education in Italy

In this note I outline some elements of the history of mathematics education in Italy. Initially the chief characters were mathematicians who played a role in designing curricula and in editing textbooks. The development of the Italian community of mathematics educators towards the present day trend in research was fostered by participation in international activities after the Second World War. I also identify some elements of continuity with the past to stress the influence of some mathematicians in the development of present research

History of Mathematics Teaching and Learning

Mathematics Education; Learning; Teachin

The History of the Teaching and Learning of Mathematics

History of mathematics teaching and learning is a subject that concerns two domains of research and may generate fruitful synergies between them. In 2000, during the International Symposium celebrating the centenary of the first international journal on mathematics teaching ( L'Enseignement Mathematique ), the interplay between the present educational problems in mathematics and their historical evolution through the twentieth century brought to the fore the potentialities of the field of research, "History of mathematics teaching and learning," not only for historians, but also for educators

Storia della matematica per insegnanti e studenti

In questa nota si considerano le seguenti questioni: Si deve conoscere la storia della malematica? Quanta storia della rnatematica si deve conoscere? Corne si deve conoscere la storia della matematica'?Si riconosce che la risposta a queste domande 6 diversa per studenti e insegnanti, ma si sottolinea che per entrambi i soggetti la storia e un artefatto che diventa strumento di conoscenza, se usata opportunamente. Perché accada questo occorre che I'uso della storia faccia riferimento a teorie dell'educazione matematica. Per esempio, si riflette sull'importanza delle metaforc nell'apprendimento e si vede come esse siano usate nella storia sia nella comunicazione sia nella costruzione dei concetti. Si suggerisce anche un esempio in cui lii storia aiuta nel collegare diversi linguaggi

Fresh Perspectives on Motivation, Engagement, and Identity : A Conclusion

Peer reviewe

topic study group no 24 history of the teaching and learning of mathematics

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Conceptions of Proof – In Research and Teaching

This chapter first analyses and compares mathematicians' and mathematics educators' different conceptualisations of proof and shows how these are formed by different professional backgrounds and research interests. This diversity of views makes it difficult to precisely explain what a proof is, especially to a novice at proving. In the second section, we examine teachers', student teachers' and pupils' proof conceptions and beliefs as revealed by empirical research. We find that the teachers' beliefs clearly revolve around the questions of what counts as proof in the classroom and whether the teaching of proof should focus on the product or on the process. The third section discusses which type of metaknowledge about proof educators should provide to teachers and thus to students, how they can do this and what the intrinsic difficulties of developing adequate metaknowledge are